individualized education program (iep) development guidance · writing short-term instructional...

Mississippi Department of Education

Office of Special Education

INDIVIDUALIZED

EDUCATION

PROGRAM (IEP)

DEVELOPMENT

GUIDANCE

Creating a Program to Benefit

Children with Disabilities

MISSISSIPPI DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION

Mississippi Board of Education

Dr. O. Wayne Gann, Chair

Mrs. Kami Bumgarner

Mr. William Harold Jones

Dr. John R. Kelly

Mr. Charles McClelland

Mr. Richard Morrison

Mrs. Rosemary G. Aultman

State Superintendent of Education

Dr. Carey M. Wright

Chief Academic Officer

Dr. Kim S. Benton

State Director of Special Education

Mrs. Gretchen Cagle

© 2014 Mississippi Department of Education (MDE)

Permission is granted to reproduce this document or any portion thereof for noncommercial

educational purposes; however, any reproduction may not edit or alter the document in any way.

No monetary charge can be assessed for the reproduction of this document or any portion

thereof; however, a reasonable charge to cover the reproduction costs may be assessed.


TABLE OF CONTENTS

CHAPTER 1 OVERVIEW OF THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) 1

Section 1 IEP Implementation Requirements 1

IEP Form: Timeline Information, Child Demographic Data, and Parent

Information 2

Section 2 IEP Committee 3

IEP Form: IEP Committee Participants for the Initial/Annual Meeting 3

IEP Form: Additional Meetings to Review, Revise, or Amend the IEP 5

IEP Form: Summary of Revisions 6

CHAPTER 2 CREATING A STANDARDS-BASED IEP 7

Section 1 Present Levels of Academic Achievement and Functional Performance

(Steps 1-3) 8

Consider Grade-Level Standards 9

Examination of Classroom and Child Data 9

Writing the PLAAFP 10

IEP Form: PLAAFP – Child’s Strengths, Preferences, and Interests 10

IEP Form: PLAAFP – Impact of Disability and Child Needs 11

IEP Form: PLAAFP – Parent/Child Input 12

PLAAFP Performance Summary 13

IEP Form: PLAAFP – Performance Summary 14

Prioritizing the Areas of Concern Included in the PLAAFP 15

Section 2 Guided Questions for Areas of Academic Achievement and Functional

Performance 16

Health, Vision, Hearing, and Motor Abilities 16

Communication Status 17

Academic Performance 18

Social, Emotional, and Behavioral Status 21

Secondary Transition Needs 22

Functional Vision and Learning Media Assessment 24

Section 3 Developing Measurable Annual Goals (Step 4) 25

Writing Measurable Annual Goals 25

Writing Short-Term Instructional Objectives and Benchmarks

(STIO/Bs) 26

Academic Measurable Annual Goals and STIO/Bs 27

Functional Measurable Annual Goals and STIO/Bs 28

IEP Form: Measurable Annual Goals and STIO/Bs 29


Section 4 Assessing and Reporting Child Progress (Step 5) 29

Determining Current Level of Performance and Sufficient vs.

Insufficient Progress 31

IEP Form: Reporting of Progress 32

Section 5 Special Considerations 33

IEP Form: Special Considerations for Communication 33

IEP Form: Special Considerations for Assistive Technology 34

IEP Form: Services for Children who are Blind or Visually Impaired 35

IEP Form: Services for Children who are Deaf or Hearing Impaired 36

IEP Form: Special Considerations for Behavior Intervention 37

IEP Form: Services for Children with Limited English Proficiency 38

Section 6 Identifying Special Education and Related Services (Step 6) 39

IEP Form: Special Education and Related Services 42

Section 7 Determining Appropriate Participation in State-Wide Assessments

(Step 7) 43

IEP Form: Exemption for Participating in State-Wide Assessments 45

IEP Form: Significant Cognitive Disabilities (SCD) Determination 46

IEP Form: State and District Assessments for Children with an SCD 47

IEP Form: Acknowledgement of Requirements for Participation in

Subject Area Tests 48

IEP Form: State and District Assessments for Children without an

SCD 49

IEP Form: Subject-Area Alternative Assessment Programs 51

State-Wide Testing Accommodations 52

IEP Form: State-Wide/District-Wide Test Accessibility/

Accommodations 54

CHAPTER 3 ADDITIONAL PLANNING FOR CHILDREN WITH DISABILITIES 55

Section 1 Secondary Transition 55

Postsecondary Goals 55

IEP Form: Postsecondary Goals 56

IEP Form: Age-Appropriate Transition Assessment 57

Secondary Transition Services 58

IEP Form: Transition Services 60

IEP Form: Exit Options 61

IEP Form: Course of Study 62

IEP Form: Child’s Invitation to the IEP Committee Meeting 64

IEP Form: Interagency Linkages 64

IEP Form: Transfer of Rights 66


Section 2 Least Restrictive Environment (LRE) 66

IEP Form: Placement Considerations and LRE Determinations 68

IEP Form: Percentage of Time Outside of the General Education

Classroom 69

IEP Form: Written Parental Permission for Initial Placement 69

Section 3 Extended School Year (ESY) 70

IEP Form: Exemption for Considering ESY Services 70

IEP Form: ESY Goals, STIO/Bs, and Report of Progress 71

IEP Form: ESY Services 73

Using this Document

This document is intended to assist the IEP Committee in the completion of the State-required

IEP Form. It contains images of the required IEP Form with directions for the completion of the

specific components, as well as examples and guidance questions to assist the IEP Committee in

the development of IEPs for children with disabilities. For additional information about IEP

Committee composition, IEP meetings, and other requirements refer to Procedures for State

Board Policy 7219 Volume II: Free Appropriate Public Education, Individualized Education

Program, Least Restrictive Environment, and Extended School Year Services.

This symbol identifies guided questions that can be used during IEP development.


Rev. 7/2/14 1

CHAPTER 1:

OVERVIEW OF THE INDIVIDUALIZED EDUCATION

PROGRAM (IEP)

The Individuals with Disabilities Education Act (IDEA) and State Board of Education (SBE)

Policy 7219 have established the Individualized Education Program (IEP) as the structure for

planning and implementing goals and objectives for children with disabilities. It is a

collaboratively written plan created by the parent(s), the child with a disability (if appropriate),

district personnel, and other IEP Committee members to describe the unique needs of the child

and to develop a program that meets those needs. The IEP is a legally-binding document that

describes specially designed instruction, related services, and accommodations and modifications

needed to provide children with disabilities a Free Appropriate Public Education (FAPE).

The IEP must be designed to:

Indicate what the child is expected to be able to achieve within one (1) year;

Provide high expectations and educational benefit for children with disabilities;

Ensure access to the general education curriculum and standards in the general classroom, to

the maximum extent possible; and

Provide effective transition services to promote successful postsecondary experiences

including college and career to prepare children with disabilities to lead productive and

independent adult lives.

IEP Implementation Requirements

In order to provide FAPE to all children with disabilities, public agencies are required to have an

IEP in effect for each child ages three (3) through twenty (20) years with a disability:

Immediately upon the development of the IEP for the initial provision of services;

Immediately upon the adoption of an IEP for a child who transfers into the school;

At the beginning of each school year; and

By the child’s third birthday for children transitioning from Part C (First Steps) services.

See SBE Policy 7219 §§ 300.320-300.328 for regulatory IEP requirements. See Procedures

Volume II: Free Appropriate Public Education, Individualized Education Program, Least

Restrictive Environment, and Extended School Year Services for guidance in the development of

an IEP, determining IEP Committee members, and conducting IEP meetings.


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IEP Form: Timeline Information, Child Demographic Data, and Parent Information

Heading (appears on every page of the IEP Form)

1. Public Agency/School District: Record the public agency or school district responsible for

completing the IEP.

2. Child’s Name: Record the child’s legal name: first, middle, and last. Do not use nicknames.

Timeline Information, Child Demographic Data, and Parent Information

3. IEP Committee Meeting Date: Record the date of the initial or annual IEP meeting.

4. IEP Implementation Date: Record the date on which the IEP will be implemented.

5. Projected End Date: Record the projected date on which IEP will no longer be active.

6. Projected Date of Annual Review: Record the projected date on or before which the IEP

must be reviewed. This date is one year or less from the date of the IEP Committee Meeting.

7. Child’s Name: Record the child’s legal name: first, middle, and last. Do not use nicknames.

8. Date of Birth: Record the child’s date of birth.

9. Age: Record the child’s current age.

10. Eligibility Category: Record the child’s eligibility category.

11. Ethnicity: Record the child’s ethnicity as identified by the child’s family and district policy.

12. Gender: Record the child’s gender.

13. Current Eligibility Date: Record the date of the child’s most recent eligibility determination.

14. Projected Reevaluation Date: Record the projected date of the next evaluation. This date

must be no more than three years from the date of the last evaluation or, for a child who is

Developmentally Delayed (DD), before the child’s tenth birthday.

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15. MSIS Number: Record the child’s Mississippi Student Information System Identification

(MSIS ID) number.

16. Grade: Record the child’s current grade.

17. School: Record the school.

18. Parent/Guardian Name: Record the legal name of the parent(s)/guardian(s): first and last.

Do not use nicknames. NOTE: Space is provided to record two names.

19. Address: Record the parent’s current address (or the child’s current residence).

20. Phone Number: Record the parent’s current phone number.

21. Email: Record the parent’s current email address.

IEP Committee

The IEP Committee is a team of individuals who work collaboratively to develop, review, or

revise the educational program to meet the needs of a child with a disability in his/her Least

Restrictive Environment (LRE). The IEP Committee must include the parent, the child

(whenever appropriate), at least one general educator of the child, at least one special educator or

service provider of the child, and a representative of the public agency. At the discretion of the

parent and/or the public agency, other individuals with knowledge or special expertise regarding

the child may serve as IEP Committee members. Representatives of other public or private

agencies may be invited to participate on the IEP Committee as appropriate. At least one member

of the IEP Committee must be able to interpret the instructional implications of evaluation

results. This person may be a member of the child’s Multidisciplinary Evaluation Team (MET)

or one of the other members of the IEP Committee.

NOTE: For preschool-age students, the general education teacher must be an individual

qualified to teach children of that age in a regular education program, including Head Start,

public or private preschool classes, public or private Kindergarten, pre-K in the public school,

and child development/child care centers.

IEP Form: IEP Committee Participants for the Initial/Annual Meeting

The IEP Committee Participants section on the first page is completed during an initial IEP

meeting or an annual review.

In considering who to include on the IEP Committee, ask:

Is the child in the general education setting?

Does the child have any special concerns that require experts?

Is there another agency or facility that should be represented?


4 Rev. 7/2/14

1. Purpose of the IEP meeting: Select either “Initial” or “Annual” IEP meeting. Please note

that if this meeting is the child’s initial IEP meeting, the parent must sign the Written

Parental Permission for Initial Placement (see p. 69) before implementing the IEP.

2. Names and Positions of IEP Committee Members: Record the names and positions of

participants attending the IEP meeting. Signatures are not required. The agency

representative, general educator, special educator, parent(s), and child (if appropriate) are

all required members of the IEP Committee.

3. Names and Positions of Excused IEP Committee Members: Record the name and position

of any IEP Committee member who has been excused from the IEP meeting, in whole or in

part. Attach any written documentation required: (a) a written agreement signed by the parent

and/or adult student and the school district excusing the IEP Committee member from

attending the meeting (see Procedures Appendix IEP.B: Excusal for Required IEP members)

and (b) if applicable, any written input provided by the excused IEP Committee member

prior to the meeting. Written input must include substantive data (e.g., based on assessment,

providing meaningful guidance to the team, regarding the purpose of the meeting, reflecting

on general education curriculum).

4. IEP meeting conducted via alternate means of technology: Select any alternate means of

technology used by IEP Committee members, including the parent, to participate in the

meeting or N/A for not applicable.

5. IEP meeting recorded: Indicate if the meeting was recorded. Either the school district or

parent(s) have the ability to record IEP meetings provided that the other party is notified

twenty-four (24) hours prior to the meeting. (MS Code 37-23-137)

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6. Procedural Safeguards Notice: Provide the parent a copy of the Procedural Safeguards

Notice and fully explain the parent’s and child’s rights. Have the parent sign and date below

the statement indicating receipt of the Procedural Safeguards Notice. Parents should be

provided a copy of the Procedural Safeguards at least once a year or as required.

IEP Form: Additional IEP Meetings to Review, Revise, or Amend the IEP

The IEP Committee Participants section on the second page is completed for reviews, revisions,

amendments, or ESY determinations made during the year the IEP is in effect. This page should

only be completed for IEP meetings not considered an initial or annual review meeting.

1. IEP Action: Select the purpose of the IEP meeting. Indicate “Revise” to make significant

changes to the IEP which requires an IEP Committee meeting. Indicate “Amend” to make

more limited changes (additions, deletions, and modifications) that do not require an IEP

Committee meeting by agreement of the parent and school district.

2. Date: Record the date of the IEP meeting or the date the IEP was reviewed or amended.

3. Names and Positions of IEP Committee Members: Record the names and positions of IEP

Committee participants who attended the IEP meeting, participated in the review, or were

informed of the amendments to the IEP. Signatures are not required.

4. Names and Positions of Excused IEP Committee Members: Record the name and position

of any IEP Committee member who has been excused from the IEP meeting, in whole or in

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part, if a meeting was conducted. Attach any written documentation required: (a) a written

agreement signed by the parent and/or adult student and the school district excusing the IEP

Committee member from attending the meeting (see Procedures Appendix IEP.B: Excusal

for Required IEP members) and, if applicable, (b) any written input provided by the excused

IEP Committee member prior to the meeting. Written input must include substantive data

(e.g., based on assessment, providing meaningful guidance to the team, regarding the

purpose of the meeting, reflecting on general education curriculum).

5. IEP meeting conducted via alternate means of technology: Select any alternate means

used by any IEP Committee members, including the parent, to participate in the meeting or

N/A for not applicable.

6. IEP meeting recorded: Indicate if the meeting, if held, was recorded.

7. Procedural Safeguards Notice: If a meeting is held, have the parent check the box of one of

the statements: (a) the statement of receipt of the Procedural Safeguards Notice or (b) the

statement indicating the wish not to receive another copy of the Procedural Safeguards

Notice. Then, have the parent sign and date below the selected statement.

IEP Form: Summary of Revision

Summary of Revisions: Write a summary of any revisions including additions, deletions,

and modifications made to the IEP Form. Any change to the IEP summarized on this page

must be included in the body of the IEP in its appropriate space. Check the box at the bottom

after verifying these changes were made in the appropriate location of the IEP Form.


Rev. 7/2/14 7

CHAPTER 2:

CREATING A STANDARDS-BASED IEP1

The National Association of State Directors of Special Education’s (NASDSE) Project Forum

defined Standards-Based IEPs2 as a process and a document that is framed by the State standards

and that contains goals aligned with, and chosen to facilitate, the child’s achievement of State

grade-level academic standards. The Standards-Based IEP process is used to develop an

educational program that links annual goals and instruction to the State general or modified

standards. A Standards-Based IEP document is created to support the curriculum; it is NOT the

curriculum. The annual goals resulting from this process do not restate the grade-level academic

standards but rather address the knowledge and skills the child must learn to demonstrate

mastery of the standards. The goal of a Standards-Based IEP is to develop an IEP that—when

implemented—provides children access to the general curriculum and enables them to

demonstrate academic achievement linked to grade-level content. This process is rooted in the

Individuals with Disabilities Education Act (IDEA) which emphasizes access to the general

education curriculum for children with disabilities.

The Mississippi Department of Education recommends a Standards-Based IEP process based on

Project Forum’s Seven-Step Process to Creating a Standards-Based IEP3:

Step 1: Consider the grade-level content standards for the grade in which the child is

enrolled or would be enrolled based on age.

Step 2: Examine classroom and child data to determine where the child is functioning in

relation to the grade-level standards.

Step 3: Develop the present level of academic achievement and functional performance.

Step 4: Develop measurable annual goals aligned with grade-level academic content

standards.

Step 5: Assess and report the child’s progress throughout the year.

Step 6: Identify specially designed instruction including accommodations and/or

modifications needed to access and progress in the general education curriculum.

Step 7: Determine the most appropriate assessment option.

1 Ahearn, E. (June 2010). Standards-Based IEPs: Implementation update. Retrieved from

http://www.nasdse.org/Projects/ProjectForum/tabid/415/Default.aspx. 2 Ahearn, E. (May 2006). Standards-Based IEPs: Implementation in selected states. Retrieved from

http://www.nasdse.org/Projects/ProjectForum/tabid/415/Default.aspx. 3 Holbrook, M. D. (August 2007). Standards-Based Individualized Education Program examples. Retrieved from

http://www.nasdse.org/Projects/ProjectForum/tabid/415/Default.aspx.

http://www.nasdse.org/Projects/ProjectForum/tabid/415/Default.aspx




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Present Levels of Academic Achievement and Functional Performance

(Steps 1-3)

IDEA and SBE Policy 7219 require the IEP to have a statement of the child’s present levels of

academic achievement and functional performance (PLAAFP). The PLAAFP must include how

the child’s disability affects his/her involvement and progress in the general education

curriculum or, for preschool aged children, how the disability affects his/her participation in

developmentally appropriate activities.

The US Department of Education defines4:

Academic achievement as academic subjects a child studies in school and the skills the child

is expected to master in each subject area.

Functional performance as skills or activities that are not considered academic or related to

the child’s academic achievement but are generally considered routine everyday activities.

This includes, but is not limited to:

Daily living skills; e.g., dressing, eating, going to the bathroom;

Social skills, e.g., making friends and communicating with others;

Behavior skills, e.g., knowing how to behave in various settings; and

Mobility skills, e.g., walking, navigating the community.

The PLAAFP is a clear description of (a) the child’s academic achievement and functional

performance strengths, preferences, and interests; (b) how the child’s disability impacts his/her

involvement in the general education curriculum (or developmentally appropriate activities) and

identification of areas of concern; (c) a summary of input from parents and the child; and (d) a

synthesis of a variety of assessment data including the child’s instructional levels in identified

areas of concern and the child’s status on the prior IEP goals (if applicable). This information

forms the foundation for all subsequent decisions for the IEP (e.g., setting annual goals, selecting

appropriate accommodations, and determining the type and frequency of special education and

related services).

To start the process, begin with the end in mind. Ask:

What does the child expect to be doing or what do you expect the child to be

doing in the next five (5) years? ten (10) years? fifteen (15) years?

What skills and behaviors does the child need to move toward this vision?

4 National Dissemination Center for Children with Disabilities (n.d.) Present levels. Retrieved from

http://nichcy.org/schoolage/iep/iepcontents/present-levels [http://www.parentcenterhub.org/repository/present-

levels/]

http://nichcy.org/schoolage/iep/iepcontents/present-levels

http://www.parentcenterhub.org/repository/present-levels/

http://www.parentcenterhub.org/repository/present-levels/


Rev. 7/2/14 9

Answering these questions first should help guide the Standards-Based IEP development process

such that the IEP, when implemented, will ensure that the child can access and progress in the

general education curriculum (or developmentally appropriate activities) in a manner that will

allow him/her to achieve her/his appropriate desired postsecondary outcome(s).

Consider Grade-Level Standards

To write a child’s PLAAFP for a Standards-Based IEP, the first step is to consider the grade-

level content standards for the grade in which the child is enrolled or would be enrolled for

his/her age. The content standards5 describe the specific knowledge and skills children should

attain, i.e., the what of what children should know and be able to do. These standards indicate the

ways of thinking, working, communicating, reasoning, and investigating the important and

enduring ideas, concepts, issues, dilemmas, and knowledge essential to a discipline.

In considering the grade-level content standard, ask:

What is the intent of the content standard?

What does the content standard say the child must know and be able to do?

Examination of Classroom and Child Data

The second step in developing a Standards-Based IEP is to examine classroom and child data to

determine how the child is functioning in relation to grade-level standards and

school/classroom expectations. Gather all of the necessary information and data about the

classroom and child using a variety of data collection sources. NOTE: Multiple sources of data

must be used to make decisions for children with disabilities.

Sample Data Sources

Formal and Informal Observations

Universal Screeners

Work Samples

Classwork

Criterion-Referenced Tests

Progress Monitoring

Interventions

Curriculum-Based Assessments

Functional Behavioral Assessment

Behavior Intervention Plan

State- and District-Wide Assessments

Transition Assessments

Interviews

Child and Parent Surveys

5 Ohio Department of Education. (n.d.). Academic content standards terminology definitions. Retrieved from

http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Ohios-New-Learning-Standards/Ohio-s-New-

Learning-Standards-Resources/Ohio-s-New-Learning-Standards-Terminology

http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Ohios-New-Learning-Standards/Ohio-s-New-Learning-Standards-Resources/Ohio-s-New-Learning-Standards-Terminology

http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Ohios-New-Learning-Standards/Ohio-s-New-Learning-Standards-Resources/Ohio-s-New-Learning-Standards-Terminology


10 Rev. 7/2/14

In considering the classroom and child data, ask:

In what ways does the child’s academic performance differ from grade-level

standards?

In what ways does the child’s behavior differ from school/classroom

expectations?

How has the child responded to evidence-based instruction and interventions

designed to improve academic achievement and functional performance?

Writing the PLAAFP

The third step is to develop the present levels of academic achievement and functional

performance using the information gathered in Steps 1 and 2. The PLAAFP includes data about

the child’s strengths, preferences, interests, deficits, and disability as well as other parent input.

IEP Form: PLAAFP Child’s Strengths, Preferences, and Interests

1. Child’s Strengths, Preferences, and Interests: Write a clear description of the child’s

academic and functional strengths, areas of interest to inform differentiated instruction and/or

behavioral intervention strategies, and preferences toward postsecondary outcomes including

specific feedback from the child. Also identify significant personal attributes, personal

accomplishments and skills or behaviors the child has mastered as indicated by formal or

informal assessments. The information recorded should relate to accessing and mastering the

grade-level standards (or developmentally appropriate activities).

2. Data Sources: List the sources of data cited to describe the child’s strengths, preferences,

and interests (e.g. interviews, formal assessments, informal assessments etc.).

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In considering the child’s strengths, preferences, and interests, ask:

In what ways does the child meet or exceed expectations in academic areas,

non-academic, or extracurricular areas?

What grade-level standards has the child mastered?

In what activities or hobbies does the child consistently show an interest?

In what subject areas or topics does the child consistently show an interest?

In what careers has the child expressed an interest?

What significant personal attributes does the child have that contribute

positively to his/her learning (e.g., persistence, curiosity, or creativity)?

What academic or functional knowledge or skills, including those listed on

previous IEP goals, has the child mastered?

IEP Form: PLAAFP Impact of Disability and Child Needs

1. Impact of Disability and Child Needs: Write a clear description of the impact of the child’s

disability on his/her involvement in and progress in the general education curriculum (or

developmentally appropriate activities) including the impact on the child’s current level of

achievement in reading and math and the functional implications of the child’s skills. If the

child is 14 years or older, describe the effect of the child’s disability on her/his pursuit of

postsecondary expectations (e.g., education/training, employment, and daily living). Clearly

identify areas of concern to be addressed if the child is to meet State standards and

expectations.

2. Data Sources: List the sources of data cited to describe the impact of the child’s disability

and areas of need (e.g. interviews, formal assessments, informal assessments etc.).

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In considering the impact of the child’s disability, ask:

What is the child’s disability?

What characteristics of the disability affect the child? How does the disability:

Affect the child’s academic performance?

Affect the child’s functional performance?

Affect the child’s participation in developmentally appropriate activities?

What are the critical skills and behaviors required for the child to participate

and make progress in the general curriculum (or developmentally appropriate

activities)?

What programs, classroom or testing accommodations, and/or interventions

have been successful with the child?

What support does the child need to learn the knowledge and attain the skills

to progress in the general curriculum?

IEP Form: PLAAFP Parent/Child Input

Parent/Child Input: Write a summary of the concerns of the parent and/or child, including

their ideas for supporting and/or enriching the education of the child that will be addressed in

the IEP. Also record how the parent reports the family will assist the child.

In considering the input of the parent and/or child, ask:

What academic (e.g., reading and math) concerns do parents have about their

child’s education?

What concerns do the parents have about their child’s life skills, social skills,

emotional development and/or behavior?

What concerns do the parents have about their child’s future life after school?

What strategies do the parents use at home to help their child learn?


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PLAAFP Performance Summary

To complete the PLAAFP, you must first review all of the identified areas of concern:

For children three (3) to five (5) years of age: The identified areas of concern must relate

to one or more early childhood outcomes [Indicator 7]: (1) positive social-emotional skills

and social relationships, (2) acquisition and use of knowledge and skills including early

communication and early literacy/numeracy, and (3) use of appropriate behavior to meet

needs including use of motor and adaptive skills for increasing independence in the world.

For children six (6) to twenty (20) years of age: The identified areas of concern must relate

to either the child’s (1) academic achievement in reading or math or his/her (2) functional

performance in communication, social skills, emotional development, behavior, gross/fine

motor abilities, career and technical education or employment skills, adaptive/daily living

skills or other areas specific to the child.

For each area of concern, review the data examined in Step 2, including the results of the initial

or most recent evaluation and, if available, the results of any interventions, progress monitoring,

and gap analyses, as well as information about the child’s ability to generalize his/her learning,

as they relate to this specific area of concern. This information will be used to develop the

performance summary statement which creates a baseline of performance (i.e., the child’s

current starting point).

The performance summary statement (i.e., baseline6) should include (a) a clear description of the

observable “target” skill or behavior, (b) the condition under which the target skill can be

observed, and (c) the current rate of performance. Examples include:

Given a 3rd grade reading probe, Jami can read aloud 50 words per minute correctly with

75% accuracy.

When given independent seatwork, Tom can work for 6 minutes before taking a break.

When given verbal prompts, Chandra can select the appropriate symbol on her

communication device 3 out of 5 times.

When summarizing the child’s performance, ask:

What data do you have that describe the child’s performance in this area?

What patterns can you identify in the data?

What conditions are required for the child to perform the behavior?

What is the child’s current rate for performance?

See Guided Question for Areas of Academic Achievement and Functional Performance

for additional questions for the PLAAFP (p.16-24)

6 Kosnitsky, C. (March 2012). Writing IEPs that align to Common Core Standards. Presentation for Alabama CASE

Spring Conference, Birmingham, AL.


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IEP Form: PLAAFP Performance Summary

NOTE: A separate PLAAFP/Annual Goal page will be created for every area of concern.

1. Performance Summary: Identify the specific area of concern that will be addressed on this

individual page:

a. Ages 3-5: Select from the social emotional skills and relationships, knowledge and skills,

or taking action to meet needs performance summary areas.

b. Ages 6-20: Select from either the academic or functional performance summary area.

2. Narrative: Write a summary of the data results related to the specific area of concern

indicated in the performance summary to set the baseline of the child’s performance.

3. Impact: Indicate the area described in the narrative:

a. Ages 3-5: Indicate if the area described in the narrative impacts the child’s social

emotional skills and relationships, knowledge and skills, and/or taking action to meet

needs performance summary areas.

b. Ages 6-20: Indicate if the area described in the narrative impacts the child’s academic

achievement, functional performance, or both.

For Ages 6-20

1b

3b

2

For Ages 3-5 2

3a

1a


Rev. 7/2/14 15

Prioritizing the Areas of Concern Included in the PLAAFP

While most children will have a few areas of concern, some children can have a multitude of

deficits in many areas. In this situation, the IEP Committee will need to prioritize the areas of

concern that are most significantly impacting the child’s ability to access and/or progress in the

general curriculum (or developmentally appropriate activities) and that can reasonably be

addressed within one year.

When prioritizing the child’s areas of concern, ask:

How big is the gap between the child’s current skill level and grade-level

expectations (or developmental expectations)?

Is the need related to a “life-long” skill (e.g., communicating needs, self-

care, reading, managing money)?

Of all the critical needs identified, what are the most significant needs the

child has in each subject area related to the grade-level standards?

Will addressing this need make a significant difference for the child in the

coming year?


16 Modified from the Kentucky Department of Education Rev. 7/2/14

Guidance Document for Individualized Education Program (IEP) Development

Guided Questions for Areas of Academic Achievement and Functional Performance

HEALTH, VISION, HEARING, AND MOTOR ABILITIES

Health, Vision, Hearing, and Motor Abilities include information regarding the child’s relevant health or

physical needs, sensory abilities, and environmental access/mobility skills. This information is provided

through screening information and by health care providers, including physical and occupational therapists.

Health or Medical Issues

Does the child have a health or medical condition? If yes, describe.

Based on available documentation, what is the child’s medical diagnosis?

Does the child currently take medications? If so, list.

What is the purpose of each medication?

Does the medication cause side effects or adverse reactions?

What are the effects of the medication on the child’s educational performance?

Vision Conditions

Does the child have a vision/eye condition? If so, describe the child’s eye condition.

What is the child’s near and distance best corrected acuity?

Does the child have a color vision deficiency?

Does the child have a visual field defect or loss?

Hearing Issues

Does the child have a hearing defect or loss? If so, describe the nature/degree of the impairment.

If appropriate, describe the speech awareness thresholds (SATs), speech reception thresholds (SRTs), or

speech discrimination scores (if applicable).

Does the child have personal amplification (e.g., cochlear implant or hearing aids)? If so, describe.

Is the child a consistent wearer of their personal amplification system?

Does the child report dysfunction of their personal amplification system, when appropriate?

Describe how the child’s hearing loss impacts auditory functioning in the educational setting.

Motor Issues

Does the child require assistance with activities of daily living (e.g. dressing, toileting, feeding)?

Does the child have motor issues that impact educational performance including the ability to sit, stand,

and move within the classroom, in the building, or in outdoor settings?

Describe the child’s ability to make transfers (e.g., to and from the wheelchair, to desk chair, to toilet).

Does the child have sensory motor challenges? If so, describe.

Does the child have fine motor deficits? If so, describe.

Do mobility issues require safety precautions (e.g., bus, playground, gym)?

Other

Does the child’s medical condition limit productivity due to limited strength, vitality, or alertness?

Does the child’s medical condition restrict activity at school or other settings?


Rev. 7/2/14 Modified from the Kentucky Department of Education 17



COMMUNICATION STATUS

Communication Status includes performance in the areas of voice, fluency, receptive and expressive

language (includes pragmatics), and speech sound production and use. This includes any means (e.g.,

speech, sign language, augmentative communication) by which a child relates experiences, ideas,

knowledge, and feelings to others.

Speech Sound Production and Use

Is the child’s speech intelligible to adults and same-aged peers?

Does the child participate effectively in a range of conversations with diverse partners?

Does the child pronounce phonemes in all positions of simple words/phrases?

Receptive and Expressive Language

How does the child communicate his basic wants and needs?

What is the child’s primary mode of communication (e.g. signs, pictures, AAC device)?

Does the child seem to understand what is said to him (follow directions, etc.)?

Does the child participate in conversational turn taking?

Does the child’s conversation seem socially appropriate for the context?

Does the child have purposeful verbalizations (e.g., the child makes a sound to gain attention,

express displeasure)?

Voice (requires medical diagnosis)

Does the child have a hoarse or breathy vocal quality?

Does the child have a hyper/hyponasal vocal quality?

Does the child have an appropriate vocal pitch for his/her age and gender?

Does the child exhibit vocal abuse behaviors (e.g., yelling, screaming, or speaking loudly)?

Fluency

Does the child’s conversational speech have a normal rate and rhythm, absent of frequent

dysfluencies, prolongations, blocks, etc.?

Does the child exhibit any secondary characteristics when speaking (e.g., eye blinks, articulatory

posturing, or squeezing fists)?

Does the child seem aware of his/her dysfluencies?

Other

Are there concerns related to feeding and swallowing?

Does the child currently require or use assistive technology or special equipment (e.g.,

augmentative device or picture exchange communication system)?





ACADEMIC PERFORMANCE

Academic Performance describes the level of development or achievement and how the child applies

his/her learning in one or more of the following areas: oral expression, listening comprehension, basic

reading skills, reading fluency, reading comprehension, written expression, math calculation, and math

reasoning. The description may include strategies applied in learning and preferred learning styles.

Foundational Skills Phonological Awareness

How well does the child:

Recognize rhyming words?

Apply phonemic awareness skills: phoneme manipulation; blending; and segmenting?

Chunk longer words into syllables?

Use syllable patterns?

Foundational Skills Phonics and Word Recognition


Make words by writing letters for phoneme?

Convert letters or letter combinations (grapheme type) to spoken sounds (spelling)?

Blend sounds to form recognizable words (synthetic phonics)?

Use parts of word families to identify words that have similar parts to identify unfamiliar

words?

Recognize high frequency words?

How does the child apply phonics and word analysis skills to decode unfamiliar words?

How well does the child decode words with multiple syllables?

Vocabulary Acquisition and Use

How well does the child determine meaning of vocabulary including figurative and technical

language?


Use context clues to clarify the meaning of unknown words, multiple meaning words and

phrases?

Recognize word relationships?

Use common inflections and affixes?

How well does the child acquire and use:

Academic words in informational and literary texts?

Domain-specific words?










Comprehension – Text Complexity

How well does the child demonstrate understanding of multiple levels of meaning of literary

texts?

How well does the child demonstrate understanding of informational text where the purpose is

explicitly stated or implicitly stated?

How well does the child comprehend when the text is structured through ranges from low

complexity to high complexity?

How well does the child access and engage in grade-level texts?

How well does the child acquire and use words from grade-appropriate texts?

Comprehension – Informational Text

How well does the child determine the general meaning of academic and domain-specific

words within grade-level texts?

How does the child effectively engage in collaborative classroom discussions on grade-level

topics?

Given a grade-level text, how does the child gain information from the text to knowledgably

participate in classroom discussions about the subject?

Comprehension – Literary Text

How well does the child determine the meaning of words and phrases in a text; such as

metaphors and similes?

How well does the child compare and contrast specific details within a text?

Does the child consistently provide textual evidence to support inferences from the text by

quoting text, citing sources, and others?

Foundational Skills - Fluency

Given a reading passage at the child’s instructional level, what is the child’s fluency rate during

a timed reading assessment?

What is the child’s independent level of reading?

What is the child’s instructional level of reading?

What is the child’s frustration level of reading?

Other

What does the data indicate about the child’s performance when using assistive technology (e.g.,

adapted passages, text readers, visual supports)?










Math Calculation and Math Reasoning

How well does the child demonstrate understanding of mathematical progressions

compared to his same-aged peers in:

Counting and Cardinality (sequencing, one to one correspondence, extend the counting)?

Operations and Algebraic Thinking – ratios and proportional relationships, expressions, and

inequalities?

Number Operations in Base Ten – basic operations (addition, subtraction,

multiplication, division), decimals?

Number Operations in Fractions – basic operations (addition, subtraction,

multiplication, division), conversion to decimals and percentages?

Measurement and Data – charts, graphs, tables?

Geometry – graphing on coordinate plane, properties of figures (two and three dimensional),

congruence, and similarity?

Statistics and Probability – categorical and quantitative data?

Ratios and Proportional Relationships?

Number Systems?

Expressions and Equations?

Functions?

How well is the child able to:

Make sense of problems and persevere in solving them?

Reason abstractly and quantitatively?

Construct viable arguments and critique the reasoning of others?

Model with mathematics?

Use appropriate tools strategically?

Attend to precision?

Look for and make use of structure?

Look for and express regularity in repeated reasoning?





SOCIAL, EMOTIONAL, AND BEHAVIORAL STATUS

Social and Emotional Status includes functional performance information about the child’s social

skills, interpersonal behavior, personal skills, self-related behaviors, sensory self-regulation, emotional

behavior, and organizational and executive skills.

Interpersonal Relationships

How does the child interact with age peers (e.g., social conversation, group activities)?

How does the child build and maintain friendships?

How does the child display interpersonal behaviors such as accepting authority, coping with

conflict, gaining attention, making conversation, playing in organized and informal activities,

engaging others, respecting property (own or others)?

Self-Regulation

How does the child demonstrate self-related behaviors such as accepting consequences, ethical

behavior, expressing feelings, positive attitude toward self?

Does the child employ sensory or self-regulation skills (e.g., using a stress ball, using a bouncer or

swing, taking quiet time, or walking away from a stressful situation)?

How does the child respond to challenges such as using appropriate voice tones, tolerating

frustration, employing anger management strategies, curbing aggression, acting-out, withdrawing

from others, using stress management strategies, and adjusting to social, school, and community

environments?

Organizational and Executive Functioning

How does the child apply organizational and executive skills such as attending to task, sustaining

attention, ignoring distractions, managing impulsive behaviors, bringing materials to class,

completing homework, managing multi-step assignments or projects, employing self-

advocacy/determination skills, following a schedule, asking and answering questions, participating

in class discussion, following directions, completing independent work, performing before others,

and following class rules and routines?

Making Transitions

How well does the child make transitions within the classroom, school building, and school

campus including transitions from one activity to another, from one classroom to another,

movement to and from the cafeteria/gym/office/playground, and traveling on a school bus?

Other

What supports promote successful child behavior?





SECONDARY TRANSITION NEEDS

When the child is fourteen (14) years of age or earlier, if appropriate, the Secondary Transition Needs

area focuses on the child’s needs related to his/her planned course of study and exit options. By sixteen

(16) years of age, the focus is also on the transition services which assist the child in reaching her/his

postsecondary goals. Secondary Transition Needs must include one or more of the following areas:

instruction, related service, community experience, development of employment, provision of a

functional vocational evaluation, acquisition of daily living skills (if appropriate), and other post-

school adult living objectives.

Transition Needs

What transition needs must be addressed to prepare the child for living, learning, and working in

the community as an adult?

Instructional Needs

What instructional services or skills/strategies instruction does the child need to meet the

postsecondary goals? Instructional services means formal or informal imparting of knowledge or

skills that a child needs to receive in specific areas to complete needed courses, succeed in the

general curriculum, and gain needed skills.

Does the child need training in a vocational school or community college?

Does the child plan to attend a two-year or four-year institution of higher learning?

Related Services Beyond High School

What services (to be accessed after high school) does the child need to support his/her

postsecondary goals?

Who or what agency might provide the services?

What is the process for identifying and connecting the child and parent to the service provider prior

to the child’s graduation or release due to aging out?

Community Experiences

What community experiences will enhance the child’s learning and postsecondary goals?

Community experiences means activities/strategies that are generally provided outside the school

building that prepare the child for participation in community life.





SECONDARY TRANSITION NEEDS

When the child is fourteen (14) years of age or earlier, if appropriate, the Secondary Transition Needs

area focuses on the child’s needs related to his/her planned course of study and exit options. By sixteen

(16) years of age, the focus is also on the transition services which assist the child in reaching her/his

postsecondary goals. Secondary Transition Needs must include one or more of the following areas:

instruction, related service, community experience, development of employment, provision of a

functional vocational evaluation, acquisition of daily living skills (if appropriate), and other post-

school adult living objectives.

Functional Vocational Evaluation

Does the child need a functional vocational evaluation? Functional vocational evaluation means an

assessment process that provides information about job or career interests, aptitudes, and skills;

information may be gathered through formal or informal assessments or through situational

assessments in the setting where a job is performed.

Employment

What employment skills does the child need to meet the postsecondary goals? Employment skills

means activities/strategies that focus on development of work-related behaviors, job seeking and

keeping skills, career exploration, skill training, apprenticeship training, on-the-job training, and

actual employment.

Daily Living Skills

What daily living skills does the child need to meet the postsecondary goals? Daily living skills

means activities that adults do most every day, such as preparing meals, budgeting, maintaining a

residence, paying bills, raising a family, caring for clothing, and/or personal grooming.

Post-School Adult Living Objectives

Does the child have or need post-school adult living objectives? Post-school living objectives

means activities/strategies that focus on adult living skills such as registering to vote, filing taxes,

obtaining a driver’s license, renting or buying a home, accessing medical services, obtaining and

filing for insurance, and accessing community services.





FUNCTIONAL VISION AND LEARNING MEDIA ASSESSMENT

For a child who is Blind or Visually Impaired, evaluate the child’s reading and writing skills; needs

related to learning; and appropriate reading and writing media including consideration of the future

need for instruction in Braille and use of Braille. The present levels summarize the findings of the

Functional Vision Assessment and Learning and Media Assessment.

Eye Condition

Describe the child’s eye condition.

What is the child’s best corrected near and distance acuity?

Does the child have a color vision deficiency?

Does the child have a visual field defect or loss?

Functional Vision

For children who are totally blind or function as blind, a discussion of Functional Vision may not

be relevant to the child’s needs.

How does the child use their vision to access the environment around them (classroom, hallway,

cafeteria, outside, and home)?

Describe observations of near, intermediate, and distant visual tasks.

Describe the physical appearance of eyes and note abnormalities.

Learning Media

What is the child’s primary reading medium (regular print, print with magnification, large print, or

Braille)?

What is the child’s current words-per-minute when reading texts?

What assistive technology devices does the child use and in what capacity?

Is the child’s handwriting legible to self and others?

For children who are Blind, can the child sign his/her name using a signature guide?

For Braille Readers, does the child use Grade 1 or Grade 2 Braille?

For Braille Readers, does the child use Nemeth Braille Code for Math?

Other

What does the data indicate about the child’s performance when using assistive technology?


Rev. 7/2/14 25

Developing Measurable Annual Goals

(Step 4)

Measurable annual goals are expectations of behaviors and skills the child must develop to be

involved in and progress in the general education curriculum (or developmentally appropriate

activities) and grade-level content, as appropriate. The measurable annual goals must be

meaningful, understandable, and able to be accomplished within one year. Academic and

functional annual goals are connected to the PLAAFP which describes the child’s strengths, the

impact of the disability, parent and child input, the specific areas of concern and the baseline of

performance. From this information, the measurable annual goals build on the child’s strengths,

are related to the specific areas of concerns that are impacted by the child’s disability, and use

the baseline performance as the starting point for the measurable annual goal.

Step four of developing a Standards-Based IEP is to develop measurable annual goals aligned

with grade-level academic content standards. Using the deficits identified and academic needs

prioritized in the PLAAFP, identify all grade-level academic content standards (i.e., Common

Core State Standards or Common Core Essential Elements) that are impacted by the child’s

deficits. From these standards, the IEP Committee must choose7 the most powerful standard, i.e.,

the standard that if the child were to master would provide the most benefit. Selected standards

may be foundational skills (i.e., basic language, literacy and numeracy skills that are used

broadly in many areas of academics), high-leverage skills (i.e., skills that provide access to

additional skill sets), and/or skills necessary for achieving his/her long-term outcomes (i.e., skills

required for specific secondary transition goals).

Writing Measurable Annual Goals

Measurable annual goals have four components: (a) condition, (b) behavior, (c) criteria and (d)

timeframe.

a. Condition: Specifies under what conditions the behavior will occur. The condition will

answer the question: In what setting, using what materials, and/or with how much support

will the behavior occur? For example:

Given a 2nd grade reading text…

During transition time…

During small group activities…

With no more than 3 prompts…

b. Behavior: Identifies the observable and measurable performance expected. Answers the

question: What will you see the child perform/do? For example:

[the child will] read…

7 Kosnitsky, C. (March 2012). Writing IEPs that align to Common Core Standards. Presentation for Alabama CASE

Spring Conference, Birmingham, AL.


26 Rev. 7/2/14

[the child will] solve…

[the child will] initiate interactions…

[the child will] remain on-task…

c. Criteria: Identifies how much of the behavior the child is expected to perform for the goal to

be met. Answers the question: To what level does the child need to perform the behavior?

The criteria can be addressed as a level of accuracy, level of independence, and/or rate of

performance. For example:

With 95% accuracy –or– with 15 of 20 items correct (level of accuracy)

With prompting –or– independently (level of independence)

50 words per minute –or– 4 out of 5 occasions (rate)

d. Timeframe: The amount of time it will take to attain the goal. Answers the question: How

long will it take the child to perform the behavior to that level? Typically the timeframe is

one year, but can be less if a child is expected to achieve the necessary level of skill in less

than one year (e.g., within 12 weeks).

Examples of measurable annual goals include:

When given a 3rd grade reading text, John will retell stories, including the main character(s), the

problem, and the resolution of the problem, independently in 8 out of 10 occasions by December.

Condition Behavior Criteria Timeframe

When given a 3rd

grade reading text

John will retell stories, including the

main character(s), the problem, and

the resolution of the problem

independently in 8

out of 10

occasions

by December

During small group instruction and class discussions, John will take turns while others speak

without any prompting, on 4 out of 5 occasions within 36 weeks.

Condition Behavior Criteria Timeframe

During small

group instruction

and class

discussions

John will take turns while others

speak

without any

prompting, on 4

out of 5 occasions

within 36

weeks

Writing Short-Term Instructional Objectives and Benchmarks (STIO/Bs)

Short-term instructional objectives and benchmarks are expectations of behaviors and skills the

child must develop to master the measurable annual goal. Short-term instructional objectives are

subskills developed in a sequence to achieve mastery of the behaviors or skills required in the

annual goal. Short-term instructional benchmarks are major milestones that the child will

demonstrate in marking their progress toward achieving the annual goal. STIO/Bs are written

with the same components as goals: (a) condition, (b) behavior, (c) criteria, and (d) timeframe.


Rev. 7/2/14 27

When setting an appropriate goal for the child, ask:

What is the rate of learning of typical children the same age as the child?

What is a realistic rate of learning or change in behavior for the child?

What rate of learning or change in behavior would the child need to make in

order to meet grade-level expectations?

Academic Measurable Annual Goals and STIO/Bs

Academic measurable annual goals and short-term instructional objectives must be aligned with

either the Common Core State Standards or Common Core Essential Elements.

Common Core State

Standards

CCSS.ELA-RF.4.3A: Use

combined knowledge of all

letter-sound correspondences,

syllabication patterns, and

morphology (e.g., roots and

affixes) to read accurately

unfamiliar multisyllabic

words in context and out of

context.

Annual Goal: In 36 weeks, given a 4th grade reading text, Dorian will

use decoding skills to read unfamiliar words with prefixes and suffixes

with 90% accuracy.

STIO 1: In 9 weeks, given a 4th grade word list, Dorian will use

decoding skills to read unfamiliar words with prefixes with 90%

accuracy.

STIO 2: In 18 weeks, given a 4th grade word list, Dorian will use

decoding skills to read unfamiliar words with suffixes with 90%

accuracy.

STIO 3: In 27 weeks, given a 4th grade reading text, Dorian will use

decoding skills to read unfamiliar words with prefixes and suffixes

with 60% accuracy.

Common Core Essential

Elements

CCEE.ELA-EERF.4.3A:

Apply letter-sound

knowledge to use first letter

plus context to identify

unfamiliar words.

Annual Goal: In 36 weeks, when reading a picture book, Dorian will

use context clues (e.g., the picture, other words in the sentence) to

identify an unfamiliar word with 75% accuracy.

STIO 1: In 6 weeks, given letter flash cards, Dorian will identify the

sounds for each letter with 90% accuracy.

STIO 2: In 10 weeks, given a familiar word, Dorian will apply letter-

sound knowledge to identify the beginning sound of the word with 90%

accuracy.

STIO 3: In 14 weeks, given a sentence with one unfamiliar word,

Dorian will apply letter-sound knowledge to identify the beginning

sound of the word with 90% accuracy.

STIO 4: In 24 weeks, given a sentence with one unfamiliar word and a

picture, Dorian will apply letter-sound knowledge and use the picture

to identify the word with 50% accuracy.

STIO 5: In 30 weeks, given a sentence with one unfamiliar word and a

picture, Dorian will apply letter-sound knowledge and use the picture

or other words in the sentence to identify the word with 50% accuracy.


28 Rev. 7/2/14

Functional Measurable Annual Goals and STIO/Bs

Other measurable annual goals and short-term instructional objectives may focus on functional

skills that will not be drawn directly from grade-level academic content standards but are skills

necessary to enable the child to function in an academic environment.

Measurable annual goals and short-term instructional objectives focusing on functional skills

may focus on communication, social, emotional, behavioral, gross/fine motor, and adaptive/daily

living needs as well as career and technical education and employment skills. Examples include:

Beh

avio

r

Annual Goal: In 36 weeks, when given independent assignments, Suzie will complete her

assignments, solicit assistance appropriately, when needed, and remain on task 95% of

observed intervals with no more than one prompt.

STIO 1: In 9 weeks, when given independent assignments, Suzie will solicit assistance

appropriately, when needed by raising her hand and waiting quietly for assistance 95%

of instances observed with two or fewer prompts.

STIO 2: In 20 weeks, when given independent assignments, Suzie will remain on task

70% of observed intervals with two or fewer prompts.

STIO 3: In 30 weeks, when given independent assignments, Suzie will complete

assignments 95% of the time with two or fewer prompts.

Dail

y L

ivin

g S

kil

ls

Annual Goal: In 36 weeks, given a list of twenty (20) bank transactions and a

calculator, Jane will enter all transactions and balance her check register with 100%

accuracy in 4 out of 5 trials.

STIO 1: In 4 weeks, given a sample check register, Jane will correctly identify the

information to be listed under each heading.

STIO 2: In 10 weeks, given a list of twenty (20) bank transactions (including checks,

deposits, ATM withdrawals, and debit transactions), Jane will determine where the

transaction should be recorded in the check register (i.e., under withdrawal or deposit).


deposits, ATM withdrawals, and debit transactions), Jane will fill-out a check register

listing information under the correct heading with 100% accuracy in 9 out of 10 trials.

STIO 4: In 22 weeks, given the terms withdrawal and deposit Jane will identify what

operation (subtraction or addition) will be used to calculate the balance with 100%

accuracy.


deposits, ATM withdrawals, and debit transactions) and a calculator, Jane will calculate

the balance of her check register with 80% accuracy.


Rev. 7/2/14 29

IEP Form: Measurable Annual Goals and STIO/Bs

1. Goal Number (#): Assign a number to each goal.

2. Measurable Annual Goal: Write the measurable annual goal specifying the (a) condition,

(b) behavior, (c) criteria, and (d) timeframe.

3. Transition Activity (TA): For a child with a secondary transition plan, record a “Y” for yes

or “N” for no to indicate if the measurable annual goal is a transition activity. For any child

where a secondary transition plan is not appropriate, record “NA” for not applicable. A

secondary transition plan is required for every child over fourteen (14) years of age and may

be appropriate for younger children as determined by their IEP Committee.

[NOTE: This box is omitted on the goal page for children ages three (3) to five (5).]

4. Method of Measurement (MOM): Identify the

method to be used to measure progress using the key

provided. See guidance on measuring progress below.

5. Short-term Instructional Objectives/Benchmarks

(STIO/Bs): Write STIO/Bs necessary for achieving the

measurable annual goal with each STIO/B specifying the (a) condition, (b) behavior, (c)

criteria, and (d) timeframe.

See Procedures Volume II: FAPE, IEP, LRE, and ESY for additional information in writing

measurable annual goals and STIO/Bs.

Assessing and Reporting Child Progress

(Step 5)

Step 5 is to assess and report the child’s progress. The IEP Committee must determine the

most appropriate method for assessing and reporting on a child’s Current Level of Progress

(CLP) toward his/her measurable annual goal. There are several assessment strategies that may

be used to measure progress toward a measurable annual goal. Examples include:

Observation (OBS): The child’s behavior is recorded in a natural setting using an

unstructured or a structured format.

5

4 3 2 1


30 Rev. 7/2/14

Unstructured Observation: An unstructured observation is conducted by making a

qualitative narrative description of the environment and the child’s behavior during the

observation period. The child’s behavior is typically reported as either occurring or not.

Structured Observation: A structured observation is conducted using specific rules

about recording behavior for a specific setting and duration (e.g., ABC observation, event

recording, time sampling, etc.). The child’s behavior is reported as a frequency count, an

amount of time, a rate of occurrence, etc.

Criterion Referenced Test (CRT): The child’s knowledge and/or skills are measured using

a written test consisting of items the child is expected to know or be able to perform. The

child’s performance is typically reported as a percentage of the items completed correctly.

Curriculum-Based Measure (CBM): The child’s performance of a skill or sub-skill is

measured using probes administered using standardized procedures. For example, a child

reads aloud from a reading probe/sample for one minute while the teacher scores the number

of words read correctly. The child’s performance is typically reported as a rate of items

performed correctly (e.g., words read correctly, digits written correctly, correct word

sequences, correct letter sequences).

Work Samples (WS): Samples of the child’s work including written assignments and other

permanent products (e.g., drawings, charts/graphs, posters, models, etc.) are collected and/or

assembled into a portfolio to make qualitative determinations if the child has met the criteria

of expected standards. The child’s performance is typically rated using a rubric to determine

the quality of the work completed against expected standards.

Demonstration/Performance (D/P): The child’s performance is measured by giving the

child a specific task to complete and making a qualitative determination if the child’s

observed performance meets the expected criteria. The child’s performance is typically rated

as either meeting or not meeting the criteria.

Other: Additional forms of assessment may be used. A clear description of other methods of

measurement to be used should be provided to parents and attached to the IEP.

When considering how the child’s progress will be assessed, ask:

Can the child demonstrate the knowledge/skill on a test or curriculum-based

probe or does demonstration of the knowledge/skill create a work sample?

Can the child’s behavior be observed during natural classroom/school

activities or demonstrated/performed when provided a specific prompt or

placed in a specific situation?

Can you measure the frequency, duration, latency, or intensity of the behavior

and, if so, which metric is the most meaningful to measure (e.g., frequency

for out-of-seat behavior and duration for on-task behavior)?

Can a variety of assessments or assessment strategies be used to measure

progress on the specific knowledge, skill, or behavior?


Rev. 7/2/14 31

Determining Current Level of Performance and Sufficient vs. Insufficient Progress

Once the method of measurement has been determined for each measurable annual goal and

STIO/B, the expected Rate of Improvement (ROI) should be calculated to enable the child’s IEP

Committee to determine how much improvement will be needed for the child to make sufficient

progress to achieve the goal in a timely manner. To calculate the sufficient ROI, use the

following formula:

Sufficient Rate of Improvement (ROI) = (Outcome Behavior Rate - Baseline Behavior Rate)

Timeframe from introduction to mastery of STIO/B

For example, the sufficient ROI for the following:

Baseline PLAAFP: Given a 4th grade word list, Dorian can use decoding skills to read

unfamiliar words with prefixes with 36% accuracy.

Outcome &

Timeframe

STIO 1: In 9 weeks, given a 4th grade word list, Dorian will use decoding skills

to read unfamiliar words with prefixes with 90% accuracy.

Sufficient ROI = (90% accuracy - 36% accuracy)

9 weeks

= 54 percentage points of improvement / 9 weeks

= 6 percentage points of improvement per week

Once the sufficient ROI is known, ongoing progress monitoring data can be collected and

examined to determine if the child has made sufficient progress or if changes in instruction,

supports, and/or services are needed. To assist in interpretation, graphing of progress monitoring

data is strongly recommended.

At the frequency specified in the Notification of Progress Provided to Parents/Guardians, the

child’s performance on all of the STIO/Bs must be assessed. The statement of the child’s Current

Level of Performance (CLP) toward his/her measurable annual goal should identify (a) any

STIO/Bs that have been mastered, (b) any STIO/Bs that have not been introduced, and (c) the

child’s current level of performance on any STIO/Bs that have been introduced but not yet

mastered. For example:

Terry has mastered STIO #1 and currently identifies 2 of 4 steps of the strategy for solving

equations correctly 80% of the time. STIOs #3, #4, and #5 have not been introduced.

Suzie has mastered STIO #1 and currently remains on task 47% of observed intervals and

completes 72% assignments with two or fewer prompts when given independent assignments.

Conner has mastered STIB #1 and #2 and currently reads 54 words correctly per minute

with 5 or fewer errors on a 3rd grade-level reading passage probe.


32 Rev. 7/2/14

After the child’s CLP has been developed, the IEP Committee must determine the child’s

progress toward meeting the annual goal by determining if the child has made sufficient progress

on each of the STIO/Bs. If the child is making insufficient progress on one or more of the

STIO/Bs, the child is making insufficient progress to meet the annual goal.

For example, the following progress monitoring data was collected for two children, Tamara and

Judith, who both have a baseline of 36% accuracy and a sufficient ROI of 6 percentage points of

improvement per week when measuring each child’s accuracy rate on a weekly criterion-

referenced progress monitoring assessment:

Week Tamara

Baseline 36%

1 40%

2 49%

3 54%

4 57%

5 63%

6 72%

Total

ROI

36 percentage

points over

6 weeks

AVG

ROI

6 percentage

points per

week

Week Judith

Baseline 36%

1 40%

2 44%

3 47%

4 50%

5 47%

6 51%

Total

ROI

15 percentage

points over

6 weeks

AVG

ROI

2.5 percentage

points per

week

Tamara is making sufficient progress to achieve the STIO and the annual goal; however, Judith

is making insufficient progress to achieve the STIO and is unlikely to meet the annual goal

without changes in instruction, supports, and/or services.

0

10

20

30

40

50

60

70

80

90

100

Baseline 1 2 3 4 5 6 7 8 9

Tamara: Percent Accurate on Weekly Test

0

10

20

30

40

50

60

70

80

90

100

Baseline 1 2 3 4 5 6 7 8 9

Judith: Percent Accurate on Weekly Test


Rev. 7/2/14 33

IEP Form: Report of Progress

1. Date of Report: Record the date for each reporting period.

2. Current Level of Performance: Write a statement [2a] describing the child’s current level

of performance on the annual goal based on progress on the STIO/Bs using the identified

method of measurement [2b].

3. Progress on Annual Goal (PAG): In the column [3a], record the letter corresponding to the

statement [3b] that best describes the child’s progress on the annual goal. If the child is

making insufficient progress on the annual goal, the IEP Committee must hold a meeting to

consider revisions to the annual goal and/or to the supports and services provided to the

child. If the child has met or exceeded the annual goal, the IEP Committee may hold a

meeting to consider adding a new goal and/or revising the services provided to the child.

4. Notification of Progress Provided to Parents/Guardians: Check the boxes to identify both

the type of progress report and frequency for reporting progress to the parent.

Special Considerations8

State Board Policy 7219 identifies five (5) circumstances the IEP Committee must take under

special considerations when developing, reviewing, and/or revising an IEP. The IEP Committee

must address any communication and assistive technology needs for all children with disabilities.

Also, the IEP Committee must address the special needs of children who are Blind, Deaf, or

8 Guided questions for special considerations were adapted and modified from National Dissemination Center for Children with Disabilities (NICHCY) http://nichcy.org/schoolage/iep/meetings/special-factors.

4

1 2a 3a

3b 2b

http://nichcy.org/schoolage/iep/meetings/special-factors


34 Rev. 7/2/14

Visually and/or Hearing Impaired, who need behavior intervention, and/or who have limited

proficiency with English.

IEP Form: Special Considerations for Communication

The IEP Committee must consider the communication needs of all children receiving an IEP.

When considering the child’s communication needs, ask:

What communicative demands and opportunities does the child have?

Does the child have the skills and strategies necessary to meet those

communicative demands and take advantage of communicative opportunities?

Can the child fulfill his or her need to communicate in different settings?

Does the child communicate appropriately and effectively? If not, why not?

How would the communication be described?

1. Question: Indicate if the child has any special communication needs.

2. Description of Need and Basis for the Decision: If the child has special communication

needs, write a description of the child’s needs including methods of communication, the

settings and/or situations in which the child will need support, etc. Record the sources of data

used to determine the child’s special communication needs.

IEP Form: Special Considerations for Assistive Technology

The IEP Committee must consider the need for assistive technology devices and/or services for

all children receiving an IEP.

An assistive technology device is any item, piece of equipment, or product system, whether

acquired commercially off the shelf, modified, or customized, that is used to increase,

maintain, or improve the functional capabilities of a child with a disability. The term does not

include a medical device that is surgically implanted, or the replacement of such device.

An assistive technology service is any service that directly assists a child with a disability in

the selection, acquisition, or use of an assistive technology device. The term includes:

The evaluation of the needs of a child with a disability, including a functional evaluation

of the child in the child’s customary environment;

2

1


Rev. 7/2/14 35

Purchasing, leasing, or otherwise providing for the acquisition of assistive technology

devices by children with disabilities;

Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or

replacing assistive technology devices;

Coordinating and using other therapies, interventions, or services with assistive

technology devices such as those associated with existing education or rehabilitation

plans and programs;

Training and/or technical assistance for a child with a disability or his/her family, if

appropriate; and

Training and/or technical assistance for professionals (including individuals providing

education or rehabilitation services), employers, or other individuals who provide

services to, employ, or are substantially involved in the major life functions of that child.

When considering the child’s assistive technology needs, ask:

Does the child require an assistive technology assessment to see if he/she

would benefit from assistive technology?

What type of assistive technology might increase the child’s participation in

the general education curriculum (or developmentally appropriate activities)?

Is the child currently using any assistive technology device or services? If so,

does the child’s assistive technology device work?

1. Questions: Indicate if the child needs assistive technology services or devices –AND– if the

child needs an assistive technology assessment.

2. Description of Need and Basis for the Decision: If the child has or needs an assistive

technology device, service, or assessment, write a description of the device, service, or

assessment needs including the settings and/or situations in which the child needs support,

etc. Record the sources of data used to determine the child’s assistive technology needs.

IEP Form: Services for Children who are Blind or Visually Impaired

The IEP Committee must describe any services for children who are Blind or Visually Impaired.

2

1


36 Rev. 7/2/14

When considering services for a child who is Blind or Visually Impaired, ask:

Has the child received a functional vision evaluation, learning media

assessment, or clinical low vision assessment? If so, what are the results?

Does the child require instruction in the use of a new reading and writing

medium because the child can no longer effectively use the current medium?

What are the current supports and instruction used to address the child’s needs

as they relate to the child’s blindness or visual impairment?

Which medium is most appropriate for the current visual limitations? Is the

child receiving instruction in that medium?

1. Not Applicable: If the child is not Blind or Visually Impaired, check “N/A” for not

applicable and go to the next section.

2. Questions: Indicate if the IEP Committee has considered providing instruction in Braille –

AND– if Braille instruction was determined appropriate based on the evaluation.

3. Evaluation Date: Record the date of the evaluation of the child’s reading and writing skills,

needs, and media to determine if Braille instruction is appropriate, if conducted.

4. Basis of the Decision: Record the sources of data used to determine services for the child

including if Braille instruction is (not) appropriate.

5. Question: Check if parents were provided information about the MS School for the Blind.

IEP Form: Services for Children who are Deaf or Hearing Impaired

The IEP Committee must describe any services for children who are Deaf or Hearing Impaired.

If applicable, the IEP Committee must consider the child’s (a) language and communication

needs, (b) opportunities of direct communications with peers and professional personnel in the

child’s language and communication mode, (c) academic level, and (d) full range of needs,

including opportunities for direct instruction in the child’s language and communication mode.

5

4

2 3

1


Rev. 7/2/14 37

When considering services for a child who is Deaf or Hearing Impaired, ask:

What is the child’s first or preferred language and mode of communication?

Can the child use multiple modes to communicate (e.g., oral and manual

methods, etc.)? Does the child need to learn a new mode of communication?

What type of instruction has been provided or is needed to enhance the child’s

ability to use his/her language and mode of communication?

What are the current supports and instruction used to address the child’s needs

as they relate to the child’s deafness or hearing impairment?

What are the opportunities of direct communications with peers and

professional personnel in the child’s language and communication mode?

1. Not Applicable: If the child is not Deaf or does not have a Hearing Impairment, check

“N/A” for not applicable and go to the next section.

2. Language and Communication Mode: Record the child’s language and mode(s) of

communication.

3. Question: Indicate if instruction in the child’s language/mode of communication is needed.

4. Basis of the Decision: Record the sources of data used to determine services for the child

including if instruction is (not) needed in the child’s language and mode of communication.

5. Question: Check if parents were provided information about the MS School for the Deaf.

IEP Form: Special Considerations for Behavior Intervention

The IEP Committee must complete this section for a child who requires behavioral interventions.

If any concerns about the child’s behavior have been noted (i.e., the child exhibits behavior(s)

that impede his/her learning or the learning of others), the IEP Committee should consider the

use of positive behavior interventions and supports to address the behavior(s) including

conducting a Functional Behavioral Assessment (FBA) and/or developing a Behavioral

Intervention Plan (BIP). In addition, the IEP Committee must conduct an FBA and implement a

BIP if these are required as a result of the discipline provision of SBE Policy 7219.

2

5

4

3

1


38 Rev. 7/2/14

When considering the child’s needs for behavior interventions, ask:

Does the child’s behavior interfere with her/his or peers’ learning?

Has a formal Functional Behavioral Assessment (FBA) been completed? If so,

what is the function of the child’s behavior?

What supports (e.g., accommodations, modifications, support for personnel)

are currently used to address the child’s behavior(s)? Do these supports reduce

problematic behavior and/or increase appropriate behavior?

What other interventions are being used to address the behavior(s)? Do these

strategies reduce problematic behavior and/or increase appropriate behavior?

Has a formal Behavior Intervention Plan been created? Is the BIP being

implemented with fidelity? Have the BIP strategies reduced problematic

behavior and/or increased appropriate behavior?

1. Not Applicable: If the child does not have any behavioral concerns requiring intervention,

check “N/A” for not applicable and go to the next section.

2. Questions: Check the box to answer the questions:

a. Indicate if the child has had or currently needs to have an FBA conducted.

b. Indicate if the child has had or currently needs to have a BIP developed.

c. Indicate if the BIP has been reviewed or revised since the implementation date.

3. Dates: Record the dates for the following:

a. Assessment Date: Record the date of the most recent FBA, if conducted.

b. Implementation Date: Record the date the BIP was implemented, if developed. The

child must have a corresponding annual goal(s) to address all behavioral concerns.

c. Review/Revision Date: Record the date of the review or revision of the BIP, if

applicable.

4. Basis of the Decision: Record the sources of data used to determine behavioral intervention

needs including (a) if an FBA does (not) need to be conducted, and (b) if a BIP needs to be

developed.

1

3

4

2


Rev. 7/2/14 39

IEP Form: Services for Children with Limited English Proficiency

The IEP Committee must describe any services for children with Limited English Proficiency

(LEP). If applicable, the IEP Committee must consider the child’s language needs.

When considering services for children with limited English proficiency, ask:

What languages are spoken in the child’s home? What is the dominant

language spoken in the child’s home?

What languages does the child know and/or use? What is the child’s primary

language at home and in the school setting?

Have the cultural values and beliefs of the parents been considered in planning

for the child’s education?

1. Not Applicable: If the child does not have limited proficiency in English, check “N/A” for

not applicable and go to the next section.

2. Description of Need and Basis for the Decision: If the child has special language needs due

to limited proficiency in English, write a description of the child’s needs including the

settings and/or situations in which the child will need support, etc. Record the sources of data

used to determine the child’s special language needs.

Identifying Special Education and Related Services

(Step 6)

Step 6 is to identify specially-designed instruction including accommodations and/or

modifications needed to access and progress in the general education curriculum. Special

education services are the specially-designed instructional services provided to meet the unique

needs of a child with a disability. Specially-designed instruction includes but is not limited to the

provision of:

Academic instruction;

Speech and/or language instruction;

Special and/or adapted physical education;

Vocational instruction;

2

1


40 Rev. 7/2/14

Social skills instruction;

Organizational skills/strategies;

Training in functional living skills; and

Special and/or adapted instruction in developmental and pre-academic skills.

When determining which special education services to provide, ask:

What are the child’s areas of concern and specific needs?

How do the child’s deficits affect her/his achievement of grade-level content

standards, functional skills, and/or developmentally appropriate activities?

What type and amount of specially-designed instruction does the child need to

achieve the grade-level content standards, functional skills, and/or

developmentally appropriate activities?

In what location and when should these services be provided?

Instructional/Functional accommodations are changes to the instruction and/or environment to

enable children with disabilities to be successful learners and to participate actively with other

children in educational activities or settings. Accommodations reduce the effect of the child’s

disability—not the learning expectations. Accommodations can be grouped into four categories:

Timing/Scheduling accommodations are changes to the total amount of time allowed or

segmenting the task over a larger time frame.

Setting accommodations are changes to the location/environment where a task is completed.

Presentation accommodations are changes to the way instruction is provided including

changes to instructional materials or equipment provided to the student.

Response accommodations are changes to the way the child demonstrates acquisition of the

skill being learned.

The IEP Committee must review any evaluation information, to identify any accommodations

the child may need to include in the IEP. Some instructional/functional accommodations cannot

be used in State-/district-wide assessments. Refer to the Mississippi Testing Accommodations

Manual to determine if the accommodations can be used for State-/district-wide assessment.

When selecting instructional/functional accommodations, ask:

How do the child’s deficits affect his/her ability to participate in instruction?

Does the child need changes to the learning environment?

Does the child need changes to the timing or schedule of learning activities?

Does the child need changes to how s/he receives instruction?

Does the child need changes to how s/he demonstrates learning?

See State-Wide/District-Wide Testing Accommodations for additional guidance.


Rev. 7/2/14 41

Program modifications are changes to the environment and/or instruction that alter or change

expectations for the child to enable him/her to be successful and to participate actively with other

children in the general education classroom and in school-wide activities. Program modifications

include but are not limited to:

Behavior Intervention Plans (BIP) modify behavioral expectations.

Modified assignments limit or omit assignments or requirements for assignments or lower the

reading level and/or vocabulary of assignments.

Material modifications lower the reading level and/or vocabulary of texts.

Curriculum modifications use a specialized curriculum that presents information using

simplified vocabulary, content, and/or principles or leads to modified outcomes such as the

Mississippi Occupational Diploma or General Educational Development (GED).

Modified grading modifies the weights of assignments, projects, and tests.

The IEP Committee is cautioned about the use of modifications as they may increase the gap

between the achievement of children with disabilities and grade-level expectations. Overreliance

on modifications can negatively affect a child’s educational career as s/he may not progress at a

rate that will enable the child to obtain a standard high school diploma.

When selecting program modifications, ask:

How do the child’s deficits affect his/her ability to participate in instruction?

Does the child need significant changes to assignments, texts, and/or

curricula to be able to participate actively with other children in the general

education environment or in developmentally appropriate activities?

Does the child need individually-designed behavioral interventions to be able

to participate in the general education environment?

Related services are developmental services, corrective services, and other supported services

required to ensure a child with a disability benefits from special education. Related services


Assistive technology services;

Audiology services;

Early identification and assessment of disabilities;

Interpretive services;

Medical services for diagnosis or evaluation purposes;

Orientation and mobility services;

Parent counseling and training;

Physical and/or occupational therapy services;

Psychological and/or counseling services;


42 Rev. 7/2/14

Recreation and/or therapeutic recreation services;

Rehabilitation counseling;

School health services and school nurse services;

Social work services in schools;

Speech and/or language services; and

Transportation services.

NOTE: This list of services is not exhaustive. Other developmental, corrective, or supportive

services may be required to assist a child with a disability to benefit from special education.

When selecting related services, ask:

What are the child’s areas of concern and specific needs?

What type and amount of developmental, corrective, and supportive services

are needed to ensure the child benefits from regular and special education?

In what location and when should these services be provided?

Supports for personnel are services provided to personnel who work directly with a child with a

disability to enable the implementation of special education and related services, instructional or

functional accommodations, and/or program modifications with the child. Supports for personnel


Providing training on disability characteristics or behavior management principles;

Providing consultation from specialists on implementing instruction and behavior strategies;

Having a paraprofessional as an assistant in the classroom; and

Providing instruction to use special equipment (e.g., FM System) or teaching materials.

See Procedures Volume II: FAPE, IEP, LRE, and ESY for additional guidance about special

education and related services, accommodations, and modifications.

When selecting supports for personnel, ask:

What specialized or individualized instructional and/or behavior support

practices will be used with the child and who will be implementing them?

Does the child require specialized equipment or teaching materials?

Does the child need continuous one-on-one support?

Who will be responsible for monitoring the progress of the child?


Rev. 7/2/14 43

IEP Form: Special Education and Related Services

1. Special Education Services: List all of the special education services to be provided.

A. Area: Record the area where the child will receive the services using the letter codes

listed at the bottom of the page [G].

B. Location: Record if the service will be located in special education or in general

education classes. Any class with 50% or more children receiving special education

service is considered a special education classroom.

C. Start Date: Record the date on which the services will begin.

D. Duration/Frequency: Record the amount of time per day and the number of days per

week the services will be provided (e.g., 30 minutes/3 times a week).

E. End Date: Record the date on which the services will end.

F. Basis for the Decision: Record the sources of information used by the IEP Committee to

determine the appropriateness of the services to be provided including the area, location,

duration/frequency, and dates of their provision.

2. Instructional/Functional Accommodations: List all of the instructional or functional

accommodations to be provided. Record the area, location, start date, duration/frequency, and

end date for each accommodation. Record the sources of information used by the IEP

Committee to determine the appropriateness of the accommodations to be provided.

3. Program Modifications: List all of the program modifications to be provided. Record the

area, location, start date, duration/frequency, and end date for each modification. Record the

sources of information used by the IEP Committee to determine the appropriateness of the

modifications to be provided.

4. Related Services: List all of the related services to be provided. Record the area, location,

start date, duration/frequency, and end date for each service. Record the sources of

F

1

2

3

A B

4

5

C D E

G


44 Rev. 7/2/14

information used by the IEP Committee to determine the appropriateness of the services to be

provided.

5. Supports for Personnel: List all of the supports for personnel to be provided. Record the

area, location, start date, duration/frequency, and end date for each support. Record the

sources of information used by the IEP Committee to determine the appropriateness of the

supports to be provided.

Determining Appropriate Participation in State-Wide Assessments

(Step 7)

State Board Policy 7219 requires the inclusion of children with disabilities in State-wide

assessments to the extent that non-disabled children are included. In Mississippi, the following

children with and without disabilities are expected to participate in State-wide assessments:

• Children enrolled in Kindergarten (K) or third (3rd) through eighth (8th) grade;

• Children ages eight (8) to thirteen (13) years of age on September 1st of the current school

year who are enrolled in a non-graded setting;

• Children enrolled in high school courses or secondary vocational programs, if included; and

• Children enrolled in twelfth (12th) grade or who are eighteen (18) years of age on September

1st of the current school year enrolled in a non-graded setting and who have not enrolled in

and/or been assessed on Algebra I, Biology I, English II and U.S. History.

Step seven, the final step, of developing a Standards-Based IEP is to determine the most

appropriate assessment option for the child. Children with disabilities must participate in one or

more of the following assessments of the Mississippi Statewide Assessment System as

determined by their IEP Committee:

Grade-Level/Subject Area Assessments

Mississippi K-3 Assessment Support System (MKAS2)

Mississippi Curriculum Test, Third Edition (MCT3)

Mississippi Science Test 2 (MST2)

Subject Area Testing Program, Second Edition (SATP2) or Third Edition (SATP3)

Subject Area Alternative Assessments (Portfolio Assessment)

Subject Area Testing Program, Second Edition Alternative Assessment (SATP2AA) or Third

Edition (SATP3AA)

Grade-Level/Subject Area Alternate Assessments

Dynamic Learning Maps (DLM)

Mississippi Alternate Assessment of Extended Science Frameworks (MAAESF)


Rev. 7/2/14 45

The IEP Committee must ensure children with disabilities have maximum access to the general

curriculum, as appropriate, and must determine the most appropriate assessments for them. The

standards used to determine appropriate learning goals (i.e., Common Core State Standards or

Common Core Essential Elements) should also be used to determine the most appropriate

assessments for children with disabilities.

The Grade-Level/Subject Area Assessments are designed to measure performance and

growth based on the grade-level content standards.

The Subject Area Alternative Assessments are designed to measure performance and growth

based on the grade-level content standards using an alternative format (i.e., a portfolio

assessment).

The Grade-Level/Subject Area Alternate Assessments are designed to measure performance

and growth based on the alternate content standards using collections of work samples,

observations, pictures, and/or videos. The only students who should be assessed using

alternate assessments are children who fall under the State's definition of Significantly

Cognitively Disabled (SCD). All other children should be assessed on grade-level standards

using the general or alternative State-wide assessments with any necessary allowable

accommodations.

It is important for the IEP Committee to be fully informed about the State standards and the

State-wide assessments. The IEP Committee needs to know about the demands, administration

conditions, and response requirements of the general assessments, alternative assessments, and

alternate assessments. The IEP Committee should consider any instructional accommodations

and modifications the child has received and their implications for the administration of State-

wide assessments. All accommodations used for State-wide testing must have been used during

the child’s routine classroom instruction and assessments. Refer to Testing Students with

Disabilities Regulations for additional guidance in determining appropriate assessments and to

the current Mississippi Testing Accommodations Manual and/or the PARCC Accessibility

Features and Accommodations Manual for information regarding testing accommodations.

When selecting appropriate State-wide assessments, ask:

To what extent does the child access the general State-wide curriculum?

Has the child been enrolled in the subject areas assessed for secondary

students: Algebra I, Biology I, English II and U.S. History?

Has the child mastered the course content but failed an administration of a

subject area test?

Can the child participate in the grade-level/subject area assessments if

provided accommodations?


46 Rev. 7/2/14

IEP Form: Exemption for Participating in State-Wide Assessments

Children with disabilities are expected to participate in State-wide assessments, beginning with

the Kindergarten Readiness Assessment through the Subject Area Assessments. However, the

Mississippi K-3 Assessment Support System, including the Kindergarten Readiness Assessment

and the 3rd Grade Summative Assessment, may not be appropriate for children who meet the

criteria for significant cognitive disability.

In addition, children over eighteen (18) years of age may not need to participate in State-wide

assessments. For example a nineteen (19) year old student who intends to exit with a certificate

of completion and a nineteen (19) year old student who intends to exit with a Mississippi

Occupational Diploma (MOD) who has already taken all of the subject area assessments do not

need to participate in State-wide assessments. However, a nineteen (19) year old student

intending to exit with a standard high school diploma who is enrolled in U.S. History and has not

yet passed the U.S. History exam may participate in this subject area assessment.

Nonparticipation Statement: Check the box if either statement applies and the child will

not participate in State-wide assessments.

IEP Form: Significant Cognitive Disabilities (SCD) Determination

To determine the most appropriate assessment option for a child with a disability, the IEP

Committee must first determine if the child meets the criteria for a significant cognitive disability

(SCD). The SCD designation is reserved for the few children who demonstrate significant

cognitive deficits and poor adaptive skill levels that prevent participation in the standard

academic curriculum or achievement of the academic content standards, even with

accommodations and modifications, for reasons other than excessive or extended absences,

When determining if a 19-21 year old child needs to participate in the State-

wide assessments, ask:

Is the child seeking a standard high school diploma? If so, has s/he already

successfully completed each of the subject area courses and tests?

Does the child intend to exit with a MOD? If so, has s/he already participated

in each of the subject area courses and tests?

Does the child meet the criteria for SCD and intend to exit with a Certificate?


Rev. 7/2/14 47

visual disabilities, auditory disabilities, physical disabilities, emotional-behavioral disabilities,

specific learning disabilities, or social, cultural, or economic differences. These children will also

require extensive direct instruction in both academic and functional skills in multiple settings to

accomplish the application and transfer of learned skills.

The IEP Committee must next determine the standards in which the child is instructed. The vast

majority of children designated as having an SCD will receive all instruction using alternate

standards (i.e., linked to the Common Core Essential Elements). However, a few children may

display splinter skills such that, despite generally meeting the criteria for SCD when considering

performance in most areas, the child can perform at or above grade level in an area. For example

a student with Autism with significant impairments in cognitive, language, social, and adaptive

skills may perform at grade level in math and receives instruction using grade-level content

standards. NOTE: This is not a common occurrence.

1. Criteria Statements: Check the box for “Yes” or “No” to indicate the IEP Committee’s

determination for each of the three criteria statements.

2. SCD Determination Statement: Select the appropriate statement:

a. MEETS: Check if all three criteria statements are marked “Yes.”

b. DOES NOT MEET: Check if one or more of the criteria statements are marked “No.”

3. Instructional Standards: If the child meets the criteria for SCD, check the box to indicate

the instructional standards for the child. If the child receives any instruction using grade-level

standards, write the content areas the instruction provided to the child.

Based on the SCD determination and the instructional standards for the child, the IEP Committee

must determine which State- and district-wide assessments are appropriate for the child. The

SCD designation or instruction using alternate standards does not prevent participation in the

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48 Rev. 7/2/14

Mississippi Statewide Assessment System program. Rather, the IEP Committee must identify

how—not if—the child will participate in State-wide assessments for the child’s grade or age.

IEP Form: State and District Assessments for Children with an SCD

If a child has been determined to meet the criteria for SCD and receives instruction using

alternate standards, the child should be assessed using the Grade-Level/Subject Area Alternate

Assessments. State-wide alternate assessments include the Dynamic Learning Maps (DLM) in

Mathematics and Language Arts which assess progress on the Common Core Essential Elements

and the Mississippi Alternate Assessment of Extended Science Frameworks (MAAESF) which

assesses progress on the Mississippi alternate science standards. In addition, children who meet

the criteria for SCD, receive instruction using alternate standards, and are English Language

Learners may be assessed using the Alternate Assessing Comprehension and Communication in

English State-to-State for English Language Learners (Alternate ACCESS for ELL) to determine

if they continue to need ELL services. The IEP Committee may determine the need for additional

assessments, including any appropriate district-wide assessments.

Assessments: Place an “X” in the box corresponding to the assessment in which the child

will participate during the school year and the child’s grade level or, for non-graded students,

the grade that matches the child’s age as of September 1st of the applicable school year. If

any additional assessments are to be completed, record the name of the assessment and

indicate the age/grade level. Areas darkly shaded indicate grades/ages for which the

associated assessment is not available (e.g., the MAAESF is not available in 3rd, 4th, 6th, or

7th grade). Areas lightly shaded indicate grades/ages for which the associated assessment is

not typically administered but is still available depending upon the needs of the individual

student (e.g., the DLM Mathematics is typically used in 3rd through 9th grades but may be

used in 10th, 11th, or 12th grade in place of the 9th grade assessment).


Rev. 7/2/14 49

IEP Form: Acknowledgment of Requirements for Participation in Subject Area Tests

Parents must be informed of the requirements for participation in the Mississippi Statewide

Assessment System and for earning a standard high school diploma including the successful

completion of subject-area courses and end-of-course tests. Parents must also be notified of

approved alternate measures that fulfill the subject-area end-of-course testing requirements.

Signature and Date: Have the parent sign and date the statement. A signature is required.

IEP Form: State and District Assessments for Children without an SCD

All children without an SCD should be assessed on grade-level standards using the general or

alternative State-wide assessments. State-wide assessments include grade-level assessments in

primary grades and subject-area assessments in secondary grades. The grade-level assessments

include the Mississippi K-3 Assessment Support System (MKAS2) consisting of a Kindergarten

Readiness Assessment and the 3rd Grade Summative Assessment which assess reading and

literacy development, the Mississippi Curriculum Tests, 3rd Edition (MCT3) in English

Language Arts/Literacy and Mathematics which assess progress on the Common Core State

Standards, and the Mississippi Science Test 2 (MST2) which assesses progress on the

Mississippi science standards. The subject-area assessments for children who receive instruction

on grade-level standards include the Subject Area Testing Program, 2nd and 3rd Editions

(SATP2/SATP3) in Algebra I and English II which assess progress on the Mississippi

Curriculum Frameworks (2nd Edition) and Common Core State Standards (3rd Edition) and the

Subject Area Testing Program, 2nd (SATP2) in Biology I and U.S. History which assess

progress on the Mississippi Curriculum Frameworks. Although no longer required for new

students, the Mississippi Writing Assessment Program, 3rd Edition (MWAP3) remains available

for children for whom it was required but have not yet passed this assessment.

Additional assessments are used in the secondary grades to determine college and career

readiness. The Mississippi Career Planning and Assessment System, 2nd Edition (MS-CPAS2) is

used for children who participate in career and technical education. The American College Test

(ACT) will be administered to all students classified as juniors starting in the 2014-2015 school

year to assesses the child’s academic readiness for college. See the MS-CPAS2 Frequently Asked

Questions for more information about the assessment and children with disabilities (located

online at https://www.rcu.msstate.edu/Assessment/FAQs.aspx).

https://www.rcu.msstate.edu/Assessment/FAQs.aspx


50 Rev. 7/2/14

Additional assessments may be used in any grades depending upon the needs of the child or the

district policy. Children with disabilities who are English Language Learners may be assessed

using the Assessing Comprehension and Communication in English State-to-State for English

Language Learners (ACCESS for ELL) to determine if they continue to need ELL services. The

IEP Committee may determine the need for additional assessments, including any appropriate

district-wide assessments. Contact the Mississippi Department of Education’s Office of Student

Assessment for additional information on State-wide assessments and children with disabilities.

1. Assessments: Place an “X” in the box corresponding to the assessment in which the child

will participate during the school year and the child’s grade level. If any additional

assessments are to be completed, record the name of the assessment and indicate the child’s

grade level. Areas darkly shaded indicate grades for which the associated assessment is not

available (e.g., MST2 is not available in K-4th, 6th-7th or 9th-12th grades). Areas lightly

shaded indicate grades for which the associated assessment is not typically administered but

is still available depending upon the needs of the individual student (e.g., SATP2 Biology I is

typically used in 9th grade, but may be used in 10th, 11th, or 12th grade as necessary). All

children must be enrolled in the subject area course before taking the end-of-course

assessment (i.e., SATP) or enrolled in career and technical education courses before taking

the end-of-year or end-of-course assessment (i.e., MS-CPAS).

3 2

1


Rev. 7/2/14 51

2. Administration Date: If the child has already taken a subject-area or career and technical

education assessment, record the most recent administration date. This information is

intended to assist the IEP Committee in planning for a child who is participating in

assessments that may need to be administered multiple times over multiple years depending

upon the child’s performance.

3. Passed: Check the box if the child has scored at or above the minimum score for passing the

assessments. All subject-area or career and technical education assessments passed should

be listed in the child’s PLAAFP: Child’s Strengths, Preferences, and Interests.

IEP Form: Subject-Area Alternative Assessment Programs

The Mississippi Statewide Assessment System requires the successful completion of subject-area

courses and end-of-course assessments (or approved alternate measures) for earning a standard

high school diploma. An alternative portfolio assessment format is provided for children with

disabilities who have mastered the content of required subject area courses (i.e., Algebra I,

Biology I, English II, and/or U.S. History), have taken but failed one or more of these subject-

area end-of-course assessments, and for whom their IEP Committee has determined that

participation in the alternative portfolio assessment process is an appropriate method of

assessment. Although the format of this assessment is different than the SATP2/3, the alternative

assessment measures performance on the same grade-level standards as the SATP2/3.

All children who participate in the subject-area alternative assessment program must receive

remediation in the subject-area content after failing the standard subject-area end-of-course

assessment but before the submission of the portfolio assessment.

1. Assessments: If applicable, indicate the version (i.e., SATP2AA or SATP3AA) of the

Algebra I and English II assessments to be administered. The child must have successfully

3 1

2


52 Rev. 7/2/14

completed the course and failed the end-of-course assessment prior to the IEP Committee’s

determination that the alternative assessment is an appropriate method of assessment.

2. Justification: Write a statement describing the IEP Committee’s rationale for determining

the alternative assessment is more appropriate for assessing the child’s knowledge than the

standard administration of the subject-area assessment with accommodations. The rationale

should be based on the child’s individual disability. For example, one child with Autism may

have extreme difficulty coping with the schedule changes required for assessment while

another child with Autism can participate in the standard assessment with accommodations.

3. Remediation: List any remediation [to be] provided to the child before the assessment.

State-Wide Testing Accommodations9

Testing accommodations enable children with disabilities to demonstrate their learning on State-

wide assessments by reducing the effect of the child’s disability—not the learning expectations.

Each State-wide assessment will have a list of allowable testing accommodations. The IEP

Committee must list the accommodations necessary for the child to participate in the State-wide

assessment program. All accommodations used for State-wide assessments must also be used

during the child’s routine classroom instruction and assessments. Testing accommodations can

be grouped into four categories (a) setting accommodations, (b) timing/scheduling

accommodations, (c) presentation accommodations, and (d) response accommodations.

Setting accommodations are changes to the location or environment where the assessment will

be administered. Setting accommodations are intended to ensure the test taker is comfortable and

focused. Children who need familiar settings or staff, special lighting, smaller groups, special

equipment, and/or limited visual distractions may benefit from setting accommodations.

When selecting setting accommodations for assessments, ask:

Is the child easily distracted in large groups?

Is the child easily distracted or made uneasy by new surroundings?

Does the child have trouble staying on task?

Does the child need special lighting or equipment?

Timing/Scheduling accommodations are changes to the total amount of time allowed or

segmenting the assessment over multiple sessions or days. Timing/Scheduling accommodations

are intended to ensure the test taker is focused and not fatigued. Children who need frequent

breaks, fatigue easily, cannot concentrate for extended periods of time or certain times of day,

9 Cortiella, C. (2005). No Child Left Behind: Determining appropriate assessment accommodations for students with

disabilities. National Center for Learning Disabilities.


Rev. 7/2/14 53

and/or require special diets or medications necessitating regular breaks may benefit from

timing/scheduling accommodations.

When selecting timing/scheduling accommodations for assessments, ask:

Does the child tire easily because of health impairments?

Can the child work continuously during the entire time allocated for test

administration or does the child need frequent breaks?

Does the child perform better at a specific time of day (e.g., morning)?

Presentation accommodations are changes to the test materials or directions provided to the

child. Presentation accommodations are intended to ensure the child can access the test materials

and can understand the purpose of the test items and the expected response. Children who have

difficulties with printed materials (e.g., texts, graphics, or symbols), difficulties or an inability to

read, and/or who have sensory or cognitive disabilities (including difficulties with memory,

sequencing, directionality, and organization) may benefit from presentation accommodations.

When selecting presentation accommodations for assessments, ask:

Does the child have a sensory disability that requires special medium for

reading (e.g., Braille or large print)?

Does the child need hearing aids to be able to understand spoken directions?

Does the child need memory aids, resource sheets, or problem-solving tools?

Can the child read independently and understand directions?

Does the child need directions repeated or explained?

Response accommodations are changes to the way the child demonstrates learning for the

assessment. Response accommodations are intended to ensure the child can demonstrate his/her

knowledge of the test content. Children who have difficulties with written or verbal

communication, difficulties transcribing responses, and/or who have physical disabilities may

benefit from response accommodations.

When selecting response accommodations for assessments, ask:

Does the child need special equipment for written or verbal communication

(e.g., communication board, speech generating device, Braille printer)?

Can the child use a pencil or other writing instrument?

Can the child dictate a response to a scribe or into a tape recorder?

Does the child need an English language or spelling dictionary?

Does the child have trouble with tracking from one page to another?


54 Rev. 7/2/14

Refer to the current Mississippi Testing Accommodations Manual and the PARCC Accessibility

Features and Accommodations Manual for information regarding allowable testing

accommodations for each assessment included in the Mississippi Statewide Assessment System.

IEP Form: State-Wide/District-Wide Test Accessibility/Accommodations

1. Presentation accommodations: List all of the presentation accommodations to be provided.

A. Code: Record the codes for the accommodation as listed in the current version of the

Mississippi Testing Accommodations Manual.

B. Test(s): Record the letter for the test(s) for which the accommodation will be used found

in the key at the bottom of the page.

C. Basis for the Decision: Record the sources of information used to determine the

appropriateness of these accommodations.

2. Response accommodations List all of the response accommodations to be provided. Record

the code, the letter for the test(s), and the basis for the decision.

3. Timing/Scheduling accommodations: List all of the timing/scheduling accommodations to

be provided. Record the code, the letter for the test(s), and the basis for the decision.

4. Setting accommodations: List all of the setting accommodations to be provided. Record the

code, the letter for the test(s), and the basis for the decision.

C

1

2

3

4

A B

D


Rev. 7/2/14 55

CHAPTER 3:

ADDITIONAL PLANNING FOR CHILDREN WITH

DISABILITIES

The IDEA and SBE Policy 7219 require the inclusion of additional information in the IEP

including the planning and programming for postsecondary outcomes, the determination of the

child’s Least Restrictive Environment (LRE), and/or the determination of need for and, if

necessary, the programming for Extended School Year (ESY) services.

Secondary Transition

For children over fourteen (14) years of age (or younger if determined appropriate by the IEP

Committee), SBE Policy 7219 requires school districts to determine each child’s postsecondary

goals in the areas of employment, education or training, and, where appropriate, independent

living based on age-appropriate assessments. The IEP Committee is further required to develop a

coordinated set of activities to promote the movement of a child from school to postsecondary

adult living in the areas of instruction (including courses of study), related services, community

experiences, development of employment and other post-school adult living objectives, and

acquisition of daily living skills and functional vocational evaluation.

Postsecondary Goals

Postsecondary goals are the desired outcomes for a child after s/he leaves high school in the

areas of employment, education/training, and, where appropriate, independent living skills.

These goals must be appropriate, measurable, and related to his/her strength, preferences, and

interests. Appropriate measurable postsecondary goals must be developed based on information

gained through age-appropriate assessments and related to the child’s measurable annual goals.

The goal statement addresses what the child will be doing in following areas:

a. Education/Training: Specifies postsecondary goals that involve any instructional or skill

development programs such as institutions of higher learning, trade schools, and certification

programs in which the child intends to enroll. For example:


56 Rev. 7/2/14

The child will attend a community college...

The child will enroll in a university...

The child will enroll in Job Corps…

The child will attend Technical School…

The child will receive on-the-job training with Vocational Rehabilitation…

b. Employment: Specifies postsecondary goals that involve the practice of a vocation or trade,

paid or unpaid, that the child intends to pursue. For example:

The child will work full-time…

The child will work part-time…

The child will volunteer…

c. Independent Living: Specifies postsecondary goals that involve any additional personal and

community adult skills or activities in which the child intends to engage. For example:

The child will use public transportation to…

The child will live with a roommate…

The child will join a community recreation team…

The child will attend sporting events…

When setting a postsecondary goal for the child, ask:

What career does the child wish to pursue?

What degree, certification, or training is required for the child’s desired

career?

What other knowledge and skills does the child need to have quality of life in

his/her personal life or community?

IEP Form: Postsecondary Goals

1. Postsecondary Goals: Write the child’s measurable postsecondary goals. The child must

have goals for education/training and employment; in addition, the child may have additional

goals for independent living. The IEP Committee must review postsecondary goals annually

2 1


Rev. 7/2/14 57

and, if needed, revise them based on the child’s strengths, preferences, and interests. In

addition, at least one transition service must be identified for each measurable post-

secondary goal.

2. Related IEP Goal(s): Record the number that corresponds to the child’s measurable annual

goals that, if achieved, would help the child achieve the desired postsecondary outcome.

IEP Form: Age-Appropriate Transition Assessment

SBE Policy 7219 requires the use of age-appropriate assessments to develop appropriate

measurable postsecondary goals in education/training, employment, and where appropriate,

independent living skills. The Council for Exceptional Children’s Division on Career

Development and Transition defines transition assessment as an ongoing process of collecting

data on the individual’s needs, preferences, and interests as they relate to the demands of current

and future working, educational, living, and personal and social environments. Formal and/or

informal age-appropriate assessments must be used to identify a child’s needs, preferences, and

interests as they relate to the demands of current and future working, education, living, and

personal and social environments. Examples of age-appropriate assessments that are useful for

transition planning include: assessments of adaptive behavior/daily living skills, aptitude tests,

achievement tests, interest inventories, temperament inventories, self-determination assessments,

transition planning inventories, and career maturity and employability tests. See Procedures

Volume V: Secondary Transition for examples of formal and informal assessments.

Results of the age-appropriate assessments used for transition planning should be included in the

Present Levels of Academic Achievement and Functional Performance (PLAAFP) and assist the

IEP Committee in prioritizing among possible postsecondary goals.

1. Assessment Type: Record the assessment used to develop the child’s postsecondary goals.

2. Responsible Agency/Person: Record the agency/person responsible for assessing the child.

3. Date Conducted: Identify the date(s) of any assessment conducted. Assessments must be

conducted before the development of appropriate measurable postsecondary goals.

4. Report Attached: Place a “Y” for yes or “N” for no to indicate if a report summarizing the

results of the assessment(s) is attached to the IEP. The report of the assessment should

include the date(s) of the assessment(s); name, title, and qualifications of the examiner(s),

4 1 2 5 3


58 Rev. 7/2/14

informants, and observers; results of the assessment(s); and a summary of the interpretations

of the assessments and implications for the child’s education/training, employment, and,

where appropriate, living skills.

5. Needed: Place a “Y” for yes or “N” for no to indicate if additional assessment is needed in

the area. If any assessment is needed, record this as a transition service to be provided.

Secondary Transition Services

Secondary transition services for a child with a disability consist of a coordinated set of activities

that are focused on improving the academic and functional achievement of the child to facilitate

the child’s movement from school to post-school activities, including postsecondary education,

vocational education, integrated employment (including supported employment); continuing and

adult education, adult services, independent living, or community participation. Secondary

transition services must be designed to support the child’s achievement of their individual

postsecondary goals based on the child’s individual needs, strengths, preferences, and interests.

Secondary transition services are grouped into five categories: (a) instruction, (b) related

services, (c) community experiences, (d) development of employment and other post-school

adult living objectives, and (e) acquisition of daily living skills and functional vocational

evaluation, where appropriate.

a. Instruction: Specifies instruction the child needs to complete needed courses and to be

successful in the general education curriculum. For example:

Tutoring

Self-advocacy training

Instruction related to word processing

Self-management instruction related to behavior

b. Related services: Specifies related services the child needs to continue post-high school. For

example:

Visiting community mental health agencies in the area

Identify potential post-school providers for recreation therapy, occupational therapy,

speech therapy, or physical therapy

Exploring transportation options

Applying for Supplemental Security Income (SSI)

c. Community experiences: Specifies experiences the child needs to be provided outside the

school campus. For example:

Supported employment

Job shadowing

Tours of postsecondary institutions

Investigate opportunities for socialization training in the community

Investigate participation in community civic organizations or sports teams


Rev. 7/2/14 59

d. Development of employment and other post-school adult living objectives: Specifies

additional knowledge, skills, and experiences the child needs to achieve his/her post-

secondary goals. For example:

Participate in career planning

Register to vote

Participate in community-based career exploration program

Meet with Supported Employment agencies to evaluate their services

Learning about legislation identifying the rights of adults with disabilities (i.e., the

Americans with Disabilities Act and Section 504 of the Rehabilitation Act) to

appropriately self-advocate

Meet with DVRS counselor to develop an Individualized Plan for Employment (IPE) that

will determine services to be provided after graduation

e. Acquisition of daily living skills (when appropriate): Specifies daily living skills the child

needs to function independently as an adult. For example:

Learn about money management and banking

Explore insurance issues/concerns

Learn about managing/maintaining/performing simple repairs on a home

Learn about ways to purchase/lease a car and maintain a vehicle

Learn about expectations for eating in restaurants

f. Functional vocational evaluation (when appropriate): Specifies any assessments needed

to provide information about career interests, aptitudes, and skills.

When identifying appropriate transition services for the child, ask:

What information and skills does/will the child need to learn to achieve her/his

desired postsecondary outcomes?

What type and amount of educational supports does/will the child need?

What type and amount of developmental, corrective, and other supported

services does/will the child need?

What type and amount of community experiences does the child need?

What additional information or skills does/will the child need to learn to

function independently as an adult?

What additional assessments are needed to determine the child’s career

interests, aptitudes, and skills?

Who is currently providing transition services to the child? Are additional

transition service providers needed?

Will the child be linked to the needed postsecondary services, supports, or

programs before s/he leaves the school setting?


60 Rev. 7/2/14

Transition services must be linked to the child’s postsecondary goals and his/her PLAAFP.

At least one transition service must be identified for each measurable postsecondary goal.

See Procedures Volume V: Secondary Transition for additional information about transition.

IEP Form: Transition Services

1. Instruction: List any instruction provided as a transition service by the school, child, parent,

and/or outside agencies.

2. Related services: List any related services provided as a transition service by the school,

child, parent, and/or outside agencies.

3. Community experiences: List any community experiences provided as a transition service

by the school, child, parent, and/or outside agencies.

4. Development of employment and other post-school adult living objectives and

functional vocational evaluation (when appropriate): List any additional instruction,

services, experiences, or assessments provided as a transition service by the school, child,

parent, and/or outside agencies to assist the child in achieving his/her postsecondary goals or

determining career interests, aptitudes, and skills.

5. Acquisition of daily living skills (when appropriate): List any instruction or experiences

provided as a transition service by the school, child, parent, and/or outside agencies to assist

the child in functioning independently as an adult.

2

4

5

1

3


Rev. 7/2/14 61

IEP Form: Exit Options

One of the most important decisions the IEP Committee will make for a child with a disability is

identifying his/her exit option. The range of postsecondary education, training, and employment

opportunities to which the child will be able to gain access will be greatly impacted by the exit

option selected. This decision will have lifelong implications for the child as well as her/his

family and community.

Mississippi currently offers the following exit options:

Standard High School Diploma: The standard high school diploma is the only option

leading to graduation. There are three pathways: Traditional, District, and Career Pathways.

See the Mississippi Public Schools Accountability Standards for more information.

General Educational Development (GED): The GED is a high school equivalency

credential earned through successful completion of a group of subject area assessments that

measure high school level college- and career-readiness skills. Some school districts offer

GED preparatory programs.

Mississippi Occupational Diploma (MOD): The MOD is not a standard high school

diploma nor is it considered a high school equivalency credential for most postsecondary

education and training programs or Federal financial aid programs. Rather the focus of this

option is to teach employability skills and prepare children with disabilities for competitive

employment. The MOD requires (a) an occupational diploma portfolio, (b) the successful

completion of a two-year Career/Technical/Vocational Program or documentation of at least

five hundred forty (540) hours of successful, paid employment, and (c) twenty-one (21)

credits earned by successfully completing selected courses from the general education

curriculum, vocational education programs, and/or MOD portfolio objectives. See the

Mississippi Public Schools Accountability Standards for more information.

Certificate: A Certificate of Completion is not a high school equivalency credential but

rather an acknowledgement of the child’s participation in and completion of his/her IEP.

When selecting the exit option for a child, the IEP Committee must consider the child’s post-

secondary goals and the progress in the educational environment. For example, for a child who

can meet high school college and career readiness standards but lacks sufficient credits, will soon

age out of eligibility, and is at-risk of dropping out of school, a district GED option may be a

viable option. For a child with an SCD, a Certificate of Completion is a viable option.

Exit Option: Check the box to indicate the exit option selected.


62 Rev. 7/2/14

When selecting the child’s exit option, ask:

What is the child’s postsecondary goal(s) for education and what exit option is

required for the child to gain entry into that type of educational program?

What is the child’s postsecondary goal(s) for employment and what

preparation and/or certification is required to gain entry into the career field?

Is a particular exit option required to gain entry into the career field?

Is completion of a degree, certification, or training program required for the

child’s desired career or employment option?

How many requirements for each exit option has the child currently met?

How much time does the child have to meet the remaining requirements before

turning twenty-one (21) years of age and aging out of eligibility for special

education services?

IEP Form: Course of Study

A course of study is the list of courses the child requires to achieve his/her desired exit option.

The child’s course of study contains the sequence of courses the child needs to achieve her/his

postsecondary goals. The child’s general education teacher and guidance counselor must be

involved in the collaborative decision-making process for determining the child’s course of

study. Like the child’s desired postsecondary goals, the child’s course of study must be

determined on the basis of the child’s strengths, interests, and preferences.

When selecting the course of study for the child, the IEP Committee must consider the specific

requirements for each exit option and the specific entry requirements for the postsecondary

college or career selected. For example if a child’s postsecondary goal is to attend a college or

university immediately after high school, s/he must have a course of study leading to a standard

high school diploma and/or complete a GED program as a diploma or GED is required for entry

to a college or university. If a child’s postsecondary goal is to enlist in the military, s/he should

have a course of study leading to a standard high school diploma as the military rarely accepts

applicants with a GED without additional college coursework and/or a high Armed Services

Vocational Aptitude Battery (ASVAB) score. If a child’s postsecondary goal is to become a

commercial driver, the child’s course of study will depend upon both the specific exit option

selected and the postsecondary training program pursued. As some commercial driver training

programs require a standard high school diploma or GED while others do not, the child may be

able to exit with a standard high school diploma, GED, MOD, or Certificate of Completion and

still pursue his/her postsecondary goal depending upon the entry requirements of the commercial

driver training program selected.


Rev. 7/2/14 63

When selecting the child’s course of study, ask:

What is the child’s postsecondary goal(s) in education and what course of

study will appropriately prepare the child to succeed in his/her chosen

postsecondary educational or training program?

What is the child’s postsecondary goal(s) in employment and in what career

cluster is the child’s desired employment?

What course of study will appropriately prepare the child to succeed in her/his

chosen postsecondary career or employment option and/or to complete any

required degree, certification, or training program for his/her desired career?

What classes support the child in obtaining her/his desired exit option?

What classes are available that support the child’s efforts to achieve his/her

desired postsecondary goals in education, employment, and, if applicable,

independent living?

Do the child’s projected classes for the course of study have prerequisite

classes that will need to be sequenced?

1. Course of Study: Check the box of the career cluster for the child’s course of study.

2. Additional Options (SCD only): For a child who meets the criteria for SCD and who is not

pursuing a course of study aligned with one of the career clusters in [1], check the box that

identifies the child’s course of study (i.e., supported employment, daily living activities, or

customized employment). If the child does not meet the criteria for an SCD, leave this

section blank.

3. Enrolled Classes: List the specific general or special education class(es) in the child’s course

of study for which s/he:

a. Has already completed during previous school years.

3b

1

2

3a 3c


64 Rev. 7/2/14

b. Will enroll for the current school year. The list of current year’s classes is not a

guarantee that the child will successfully complete these courses.

c. Intends to enroll in future school years. The projected year list of classes is not a

guarantee that the child will be able to enroll in or successfully complete these courses.

The intention of listing these classes is to enable the IEP Committee to plan the child’s

course of study accounting for appropriate sequencing of prerequisite classes and

balancing class loads over the child’s high school years.

IEP Form: Child’s Invitation to the IEP Committee Meeting

The secondary transition plan should be developed based on the child’s strengths, preferences,

and interests. Children with disabilities, whenever appropriate and at the discretion of their

parents, should be invited to attend the IEP Committee meeting, especially when the child’s

transition goals, services, exit options, and course of study are to be discussed.

Child’s Invitation: Check the box to indicate if the child was invited to attend the IEP

Committee meeting when secondary transition plans were discussed.

IEP Form: Interagency Linkages

Interagency linkages are developed with agencies and/or their representative(s) who are currently

involved with the child or family or are likely to become involved in providing support or

services once the child exits high school and transitions into postsecondary education/training,

employment, and the community. Representatives of these agencies may be able to provide

critical information to assist the IEP Committee in planning for secondary transition and/or to

provide transition services. Written parental consent must be obtained prior to inviting an agency

representative to attend an IEP Committee meeting or to become an IEP Committee member.

In Mississippi, agencies commonly involved in transition planning or services include:

Vocational Rehabilitation Agency (VR): Funded by Federal and State monies, VR agencies

typically operate regional and local offices and provide assistance to people with cognitive,

sensory, physical, or emotional disabilities to attain employment and increased

independence. VR services are available for a limited period of time based on an individual’s

rehabilitation plan.

Mental Health Agencies: Funded by Federal, State, and (primarily) local monies, mental

health agencies, operated out of regional offices, provide a comprehensive system of services

responsive to the needs of individuals with mental illness or Intellectual Disabilities on a

sliding payment scale.


Rev. 7/2/14 65

Independent Living Centers (ILC): Operated locally, ILCs help people with disabilities

achieve and maintain self-sufficient lives within the community. Some services, such as

classes, may require fees; however, other services, such as advocacy services, are typically

available at no cost.

Social Security Administration (SSA): Funded by Federal monies, the SSA operates

several programs that provide benefits for people of any age who are unable to do substantial

work and have severe mental or physical disabilities, including Social Security Disability

Insurance (SSDI), Supplemental Security Income (SSI), Plans to Achieve Self-Support

(PASS), Medicaid, and Medicare.

Department of Health: Funded by Federal and State monies, health departments assist

individuals with physical or mental disabilities obtain employment and live more

independently through the provision of counseling, medical and psychological services, job

training, and other individualized services.

The Mississippi Council on Developmental Disabilities: Funded by the Federal

Administration on Developmental Disabilities, the MSCDD supports nine area programs for

children and parents of children with disabilities: Child Care, Community Supports,

Education and Early Intervention, Employment, Health, Housing, Transportation, Quality

Assurance, and Recreation.

1. Education/Training: List any agencies currently involved or that are likely to become

involved with the child/family who can provide information or services related to education

or training. Check the box if written parental consent has been obtained to invite an agency

representative to the IEP Committee meeting.

2. Employment: List any agencies currently involved or that are likely to become involved

with the child/family who can provide information or services related to employment. Check

the box if written parental consent has been obtained to invite an agency representative to the

IEP Committee meeting.

3. Independent Living: List any agencies currently involved or that are likely to become

involved with the child/family who can provide information or services related to

independent living, if applicable. Check the box if written parental consent has been obtained

to invite an agency representative to the IEP Committee meeting.

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IEP Form: Transfer of Rights

Beginning at least one year before the child reaches the age of majority under State law at

twenty-one (21) years of age, the child’s IEP must include a statement that the child has been

informed that his/her rights under IDEA will transfer to the child on reaching the age of majority.

Signature and Date: Have the child sign and date the statement at least one year before the

child reaches the age of majority under State law. A signature is required. If the public

agency receives notice of the child’s legal incompetency, no transfer of rights will occur and

this section of the IEP may be left blank.

Least Restrictive Environment (LRE)

Districts are required to provide a continuum of services with different placement options

depending upon the needs of the children they serve. A child’s Least Restrictive Environment

(LRE) is the one that allows the child to the maximum extent appropriate to be educated with

children who are not disabled. Special classes, separate schooling, or other removals of children

with disabilities from the regular educational environment may occur only when the nature or

severity of a child’s disability is such that education in regular classes with the use of

supplementary aids and services cannot be achieved satisfactorily. LRE requirements apply to all

children eligible for special education services, including preschool children.

At least once each year, the IEP Committee must consider the placement of the child based on:

The child’s IEP: All of the decisions made during the development of the IEP (e.g.,

selection of standards, goals, services, accommodations, modifications, other supports, and,

if applicable, transition plans) are used to help determine the child’s LRE.

The location of the school the child would attend if s/he were not disabled: The child’s

placement must be as close as possible to the child’s home and, unless the child requires

other arrangements, in the school that s/he would attend if nondisabled.

Any potential current or long-term harmful effects on the child: Harmful effects can

include, but are not limited to lack of opportunity for appropriate role models, stigmatization,

isolation from peers, diminished access to full range of the curriculum, decreased self-

esteem, and decreased access to the instructional opportunities available in an integrated

setting. For example, for a child who has been on a modified curriculum in all subject areas

since 3rd grade, the IEP Committee determined that it is most appropriate for her to continue


Rev. 7/2/14 67

with the modified curriculum, even though she will be unable meet the requirements for a

standard high school diploma at her current rate of progress.

Access to age-appropriate nondisabled peers: Children with disabilities must be educated

with age-appropriate peers to the maximum extent appropriate. For every placement

considered, the IEP Committee should look for ways to include children with disabilities to

provide access to age-appropriate nondisabled peers throughout the school day and across the

school week. For example, a child may be placed in a self-contained class for all academic

courses but participate with his nondisabled peers in related arts classes including physical

education, music, and art.

The provision of supplementary aids and services: Children with disabilities cannot be

removed from general education settings solely because they require accommodations and/or

modifications. Public agencies must demonstrate their efforts to provide supplementary aides

and services to enable children with disabilities to participate in the regular education setting

to the maximum extent appropriate. In addition, the IEP Committee must determine if the

special transportation is a related service for the child. For example, a child may require

special transportation and personnel to ensure that she remains seated while on the bus and is

provided support if she becomes over stimulated in that environment.

An example of the determination of placement for an 8th grade child with Autism follows:

The IEP Committee first placed the child in an inclusive setting, with accommodations,

curriculum modifications, and personnel. However, the child was unsuccessful in this

placement and exhibited significant behavioral disruptions that impeded his learning due to

his inability to acclimate to the sights and sounds of the environment, the large number of

peers, and the frequent transitions even when supported with an intensive behavior

intervention plan.

The IEP Committee next placed the child in resource classes with accommodations,

curriculum modifications, and personnel. However, the child was unsuccessful in this

placement as he continued to exhibit significant behavioral disruptions that impeded his

learning. Although his behavior and learning had improved when he was in his resource

classes with reduced environmental stimulation and a smaller class size, he had increased

behavioral disruptions when transitioning to and during his regular classes.

Finally, the IEP Committee considered placement in a self-contained class with

accommodations, curriculum modifications, and personnel. Since this placement, the child

had shown marked improvement in his development of academic and functional skills and

required less intensive behavioral interventions. The IEP Committee determined this was the

child’s current LRE.

See Procedures Volume II: FAPE, IEP, LRE, and ESY for more information on making

placement decisions.


68 Rev. 7/2/14

When considering the child’s Least Restrictive Environment (LRE), ask:

What school would the child attend if s/he were not disabled?

Has the child had significant difficulties (e.g., increasing academic or

behavioral difficulties) in the current placement?

If so, can the environment be changed without changing placement?

If not, can additional supports be provided to help the child cope with the

environment and be more successful?

Has the child demonstrated significant improvement in current placement

such that s/he may be placed in a less restrictive environment with supports?

IEP Form: Placement Considerations and LRE Determinations

1. Placement Options: Write a statement describing all of the placement options considered

beginning with the least restrictive placement. Describe any potentially harmful effects on

the child or quality of services needed in the selected placement. Record the sources of

information used to support this decision. If a child’s placement changes within the year, this

section should document the record of the child’s movement from one placement to another.

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2. Non-Participation with Nondisabled Peers: Write a statement describing the extent to

which the child does not participate with his/her nondisabled peers. Record the sources of

information used to support this decision.

3. Special Transportation: Check the box to indicate if special transportation is required for

the selected placement. Record the sources of information used to support this decision. If

special transportation is required in the LRE selected, add this related service to the Special

Education and Related Services page of the IEP.

IEP Form: Percentage of Time Outside of the General Education Classroom

After determining a child’s Least Restrictive Environment (LRE), the IEP Committee must

indicate the category of this placement. This information is used to assist the school and the

MDE in reporting to the Office of Special Education Programs (OSEP) for Indicator 5 LRE for

6-21 year olds and Indicator 6 LRE for 3-5 year olds of the Annual Performance Report (APR).

1. Preschool LRE Classification (ages 3-5): Check the box that indicates the appropriate

placement of the child. See the Indicator 6 Decision Tree for more information (online at

http://www.mde.k12.ms.us/docs/sped-ecse/Web-Indicator-6-Decision-Tree.pdf?sfvrsn=2).

2. School Age LRE Classification (ages 6-20): Check the box that indicates the appropriate

placement of the child.

IEP Form: Written Parental Permission for Initial Placement

The parent/guardian must provide written consent for special education services for the child

before any initial services may be provided. The other members of the IEP Committee should

assist the parent in understanding their child’s rights under IDEA as well as his/her disability

status and category for eligibility. The IEP Committee, of which the parent is a member, must

develop the child’s IEP collaboratively. In addition, the other members of the IEP Committee

should assist the parent in understanding the services, supports, and other provisions in the IEP

before obtaining permission for initial placement.

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70 Rev. 7/2/14

Signature and Date: If this is the child’s initial IEP, have the parent sign and date the

statement indicating consent for the initial provision of special education services. A

signature is required. This section may be left blank for all future IEPs.

Extended School Year (ESY)

Extended School Year (ESY) services are special education and related services provided to the

child beyond the normal school year, in accordance with the child’s IEP in order to provide a

FAPE, and at no cost to the parent.

IEP Form: Exemption for Considering ESY Services

The IEP Committee does not need to address ESY Services for children who are in 12-month

programs that continue to provide services over the summer break.

Question: Check the box if the child attends a twelve-month program.

IEP Form: Determination of Need for ESY Services

The IEP Committee must determine on an individual basis each child’s need for ESY services

considering all qualifying criteria:

Regression-Recoupment: Refers to a child’s loss of skills addressed on the child’s IEP after

at least two (2) breaks in instruction without regaining the documented level of skills within a

period of time equal to the amount of time of the breaks up to a maximum of four (4) weeks.

Critical Point of Instruction 1: Refers to a need to maintain a child’s skills to prevent a loss

of general education class time or an increase in special education service time.

Critical Point of Instruction 2: Refers to a point in the acquisition or maintenance of a

critical skill during which a lengthy break in instruction would lead to a significant loss of

progress.

Extenuating Circumstances: Refers to special situations that jeopardize the child’s receipt

of a FAPE unless ESY services are provided.


Rev. 7/2/14 71

When considering the child’s need for Extended School Year (ESY) services,

ask:

Has the child had two or more breaks in instruction?

If so, did the child have a loss of skills when s/he returned to school?

How long did it take the child to regain the lost skills?

Is a break in instruction likely to cause the child to lose skills required across

a number of environments, settings, or situations?

Is a break in instruction likely to cause the child’s development to slow?

Would ensuring the child maintained his/her skills enable him/her to function

more independently and/or spend more time in integrated environments?

1. Determination Date: Record the date the IEP Committee made the ESY determination.

2. Criteria for ESY Services: Check the box indicating the criteria determined by the IEP

Committee to be the basis for the need for ESY Services, if applicable. The IEP Committee

must consider each of the criteria in its determination of a child’s need for ESY services.

3. ESY Determination Statement: Check the box indicating the IEP Committee’s decision.

4. Basis of the Decision: Document the sources of data used by the IEP Committee.

IEP Form: ESY Goals, STIO/Bs, and Report of Progress

Typically existing goals or STIO/Bs will be the focus of ESY services; however, the IEP

Committee may determine the child needs to master a new goal or objective to be able to master

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72 Rev. 7/2/14

or maintain the critical skill identified as the basis for the ESY determination. Only in these

instances may the IEP Committee write a new goal and/or objective to address this skill. See the

Procedures Volume II: Chapter 6: Extended School Year Services for more information.

1. Measurable Annual Goals or Short-Term Instructional Objectives/Benchmarks

(STIO/Bs): Write the existing measurable annual goal(s) or STIO/Bs for which the child

needs ESY services and/or write a new measurable annual goal or STIO/Bs for the child to

be able to master or maintain the critical skill for which the child needs ESY services. Each

goal or objective must be linked to a specific service to be provided.

2. Transition Activity (TA): For a child with a secondary transition plan, record a “Y” for yes

of “N” for no to indicate if the measurable annual goal is a transition activity. For any child

where a secondary transition plan is not appropriate, record “NA” for not applicable. A

secondary transition plan is required for every child over fourteen (14) years of age and may

be appropriate for younger children as determined by their IEP Committee.

3. Method of Measurement (MOM): Write the code in [3a] for the method to be used to

measure the child’s progress using the key provided in [3b].

4. Current Level of Performance (CLP): Write a statement describing the child’s current

level of performance on the annual goal based on progress on the STIO/Bs using the

identified method of measurement.

5. Progress on Annual Goal (PAG): Record the letter corresponding to the statement listed on

the Measurable Annual Goal page that best describes the child’s progress on the annual goal.

Progress Report: Record the frequency or the date after which a progress report for the child

will be provided to the parent/guardian. After the progress report(s) has been provided to the

parent/guardian, record the date(s).

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IEP Form: ESY Services

Complete the rest of the documentation as you would the IEP. Refer to sections on Assessing and

Reporting Child Progress and Special Education and Related Services

1. Educational Services: List the special education services to be provided.

A. Number (#) of Weeks: Record the total number of weeks the service will be provided.

B. Duration/Frequency: Record the amount of time per day and the number of days per

week the services will be provided (e.g., 30 minutes/3 times a week).

C. Area: Record the area where the child will receive the services using the letter codes

listed at the bottom of the Special Education and Related Services page of the IEP.

D. Location: Record if the service will be located in special education or in general

education classes. Any class with 50% or more children receiving special education

service is considered a special education classroom.

E. Start Date: Record the date on which the services will begin.

F. End Date: Record the date on which the services will end.

2. Related Services: List any related services to be provided. Record the number of weeks,

duration/frequency, start date and end date for the services as well as the area and location in

which they will be provided. Any related services provided (except transportation) must have

a corresponding measurable annual goal or STIO/B.

3. Transportation: List any transportation services to be provided. Record the number of

weeks, duration/frequency, start date and end date for the services as well as the location in

which they will be provided.

4. Other: List any additional services to be provided. Record the number of weeks,

duration/frequency, start date and end date for the services as well as the area and location in

which they will be provide.

E F A C B D 1-3

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NOTES

individualized education program (iep) development guidance · writing short-term instructional...

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